Untangling the complexity of mentoring feedback practices in post-compulsory initial teacher education in the UK

Tyrer, Clare

doi:10.1080/0309877x.2022.2088271

Cited by 3 publications

(2 citation statements)

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“…However, the evidence would suggest a lack of attention to the specific details in this guidance and/or a lack of clarity on the part of the HEI. The resultant misalignment can lead to increased stress and to surface-level collaboration, where student teachers surrender their own practices, and remain strategically silent so as to cultivate relationships based primarily on agreement (Tyrer, 2023). This lack of awareness has been highlighted elsewhere, with evidence suggesting a lack of communication and consultation between HEIs and placement settings and an absence of wider discussion around student placement within settings (Hall et al, 2018).…”

Section: Mentoring In Further Education and Trainingmentioning

confidence: 99%

“…This restricts dialogue and diminishes the “transformative potential of mentoring” (Manning and Hobson, 2017, p. 575). Mentees may therefore be reticent to engage in authentic dialogue, opting for “strategic silence” to remain aligned with the “institutional agenda” (Tyrer, 2023, p. 41). There is also evidence of how mentoring processes designed as part of a broader CPD framework where mentors are afforded professional status and time to engage with mentees can favourably impact their transition through the teacher education continuum (Husband, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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Lessons from the road less travelled: student teachers' and newly qualified teachers' experiences of mentoring in the Irish further education and training sector

Mellon

2023

IJMCE

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PurposeMentoring processes and relationships can prove crucial to teachers in the initial phases of the teacher education continuum. Limited research exists regarding mentoring in further education and training (FET) in Ireland. This paper attempts to address this gap, illuminating and unpacking the “mentoring stories” of five teachers in FET.Design/methodology/approachThe overall project adopted a narrative approach. Data were collected via in-depth interviews, part of which clearly focussed on participants' lived experience of mentoring. Thematic analysis revealed four overarching themes.FindingsThe themes reveal a spectrum of practices and perspectives on the role of mentors. There are ample instances of collegiality, mutual respect and an appreciation of the professional life stage of the mentee. However, evidently a lack of understanding of who mentors are and what they do persists, leading to some informal approaches and opening up the potential for misinterpretation and misalignment.Originality/valueThis paper sheds light on an area of FET practice that has been relatively unseen before now. It gives voice to those who have experienced mentoring in the Irish FET sector that, to a degree, has seen structural and attitudinal transformations in recent times.

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Section: Mentoring In Further Education and Trainingmentioning

confidence: 99%