ERIC Number: EJ1097989
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 58
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.
Descriptors: Mentors, Educational Change, Teacher Education, Foreign Countries, Career Development, Apprenticeships, Beliefs, Teacher Student Relationship, Partnerships in Education, Constructivism (Learning), Realism, Teacher Education Programs, Semi Structured Interviews, Decision Making, Qualitative Research, Hermeneutics, Phenomenology
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)