NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1097989
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1361-1267
Conceptions and Expectations of Mentoring Relationships in a Teacher Education Reform Context
Aderibigbe, Semiyu; Colucci-Gray, Laura; Gray, Donald S.
Mentoring & Tutoring: Partnership in Learning, v24 n1 p8-29 2016
Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be pivotal in the creation of enabling environments in which collaborative, professional dialogs are undertaken. Yet, there lies a tension between enculturation into the norms of schools and promoting self-belief, participation, and collaboration. Drawing on a qualitative methodology, in this study we focused on the conceptions and expectations of classroom mentoring within the context of a teacher reform initiative in Scotland. Findings indicated that participants in the study held a mixture of beliefs regarding mentoring practices. Implications for partnership arrangements in initial teacher education and teachers' career development were discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A