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ERIC Number: EJ1083318
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 70
ISBN: N/A
ISSN: ISSN-0013-1911
Cheerleading and Cynicism of Effective Mentoring in Current Empirical Research
Crutcher, Paul A.; Naseem, Samina
Educational Review, v68 n1 p40-55 2016
This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent "effective" mentoring practices can be grouped into these categories: (a) critical reflection and feedback, (b) modeling, (c) collaboration, and (d) knowledge about the needs of novice teachers. We consider these practices in light of larger arguments made in the literature about mentoring, including the purposes of mentoring and the qualities and professional development of mentors, and situated in our professional roles in teacher education. Finally, we argue the literature does not provide evidence to support mentoring of any sort, and how future research can address that lack of evidence and the divergent perspectives on effective mentoring practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A