What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia

Pennanen, Matti; Bristol, Laurette; Wilkinson, Jane; Heikkinen, Hannu L. T.

doi:10.1080/14681366.2015.1083045

Cited by 43 publications

(29 citation statements)

References 43 publications

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“…As regards the organization of mentoring practices, one of the limitations is that the process is deeply individualized, resting on a dyadic relationship of learner and mentor, even though the trend is towards more communal development (Forde & O'Brien, 2011). The term mentoring also connotes a hierarchical relationship between participants and a conservative view of learning, which assumes that knowledge is something that can be transferred from one person to another (Pennanen et al, 2016;Le Cornu, 2005). Thus, for beginning teachers it suggests an unidirectional socialization into the existing cultures of schooling (Pennanen et al, 2016) and can even be harmful for the development of their professional identities (Yuan, 2016).…”

Section: Induction As a Phase Of The Continuummentioning

confidence: 99%

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen

Heikkinen

Kiviniemi

et al. 2017

Teaching and Teacher Education

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Section: Induction As a Phase Of The Continuummentioning

confidence: 99%

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen

Heikkinen

Kiviniemi

et al. 2017

Teaching and Teacher Education

Self Cite

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“…Konteksten et veiledningsforhold finner sted i vil ha betydning for interaksjonen og utvekslingen (Fransson, 2015;Pennanen, Bristol, Wilkinson, & Heikkinen, 2015). Verdiene som ligger til grunn for utdanningssystemet i Norge og Sverige er beskrevet som sammenfallende.…”

Section: Veiledningskontekstunclassified

“…Mena et al (2015) finner eksempelvis at refleksjonsbaserte metoder i veiledning fremmer forståelse, mens det å formulere handlingsregler har større potensial når det gjelder å påvirke veisøkeres praksis. Dermed er det et blindspor å forsøke å fastslå hva som er god veiledning (Pennanen et al, 2015). Å tilpasse metoder etter det som til enhver tid er mest hensiktsmessig for å fremme utvikling hos veisøker, er beskrevet som en av veilederens viktigste ferdigheter (Clutterbuck, 2004).…”

Section: Bør Veiledning Baseres På Veisøkers Refleksjon?unclassified

Mentor education: challenging mentors’ beliefs about mentoring

Lejonberg

Elstad

Christophersen

2015

International Journal of Mentoring and Coaching in Education

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Purpose – The purpose of this paper is to highlight university-based mentor education as a negative antecedent to mentors’ beliefs which are consistent with judgementoring (Hobson and Malderez, 2013). The concept of beliefs consistent with judgementoring (evaluative or judgemental mentoring) is introduced as a quantitative construct which is then used as a dependent variable. The concept of “folk mentoring” is introduced to theorise why and how mentor education may challenge mentors’ beliefs about mentoring. Design/methodology/approach – Structural equation modelling of cross-sectional survey data is used to estimate and compare the strengths between mentors’ perceived self-efficacy, role clarity, experience and education as independent variables and beliefs about mentoring aligned with judgementoring as the dependent variable. The survey was completed by 146 mentors who attended mentor education programmes in universities and university colleges across Norway. Findings – The findings indicate that mentor education contributes to lower levels of beliefs consistent with judgementoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judgementoring. Mentor experience was not associated strongly with any tested variable. Research limitations/implications – This paper identifies new questions pertaining to the effects of mentor education and variables associated with judgementoring. Omitted variables might have influenced the explored models and the methods used do not allow us to determine causal relationships. Originality/value – Taking an approach based on social exchange theory, the authors describe judgementoring as a form of mentoring that hampers potential exchanges which would enable mentoring to contribute to professional development. This paper provides new insights into judgementoring by introducing it as a quantitative construct, by testing relevant antecedents and by introducing the concept of “folk mentoring”. Mentor education is highlighted as a potential moderator of mentors’ beliefs in judgementoring.

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“…Anspal, Eisenschmidt, & Löfström, 2012;Orland-Barak & Maskit, 2011;Pennanen, Bristol, Wilkinson, & Heikkinen, 2016). This approach has allowed researchers to gain in-depth knowledge about teacher development and identity work.…”

Section: Creative Writing As a Means Of Teacher Developmentmentioning

confidence: 99%

Exploring teachers’ stories of writing: a narrative perspective

Martin

Tarnanen

Tynjälä

2018

Teachers and Teaching

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This study takes a narrative perspective to examine teachers as writers and autobiographical creative writing as a way for promoting teachers' professional development. In a creative writing group for Finnish primary and secondary school teachers, the teachers expressed themselves and explored their lives and identities through autobiographical creative writing. The aim of this study was to examine the stories the teachers tell about their relationship to writing and the goals they set for their professional and personal development in the writing group. Through thematic analysis, seven descriptive themes were found in teachers' narratives of writing. Furthermore, based on the narrative analysis, a poem-like word image was composed. This study illustrates how literary methods diversify teachers' narratives. The findings shed light on teachers as creative writers and emphasise the connection between writing and well-being. Creative writing groups can be beneficial for teachers' professional development, identity work and well-being.

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What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia

Cited by 43 publications

References 43 publications

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Mentor education: challenging mentors’ beliefs about mentoring

Exploring teachers’ stories of writing: a narrative perspective

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