ERIC Number: EJ721279
Record Type: Journal
Publication Date: 2005-Dec
Sometimes a Novice and Sometimes an Expert: Mentors' Professional Expertise as Revealed Through their Stories of Critical Incidents
Orland-Barak, Lily; Yinon, Hayuta
Oxford Review of Education, v31 n4 p557-578 Dec 2005
Drawing on the methodology of critical incidents, this study sets out to explore the perspectives that 20 experienced in-service mentors in Israel adopt towards critical incidents in their work, as they account for how they reason about and act upon these incidents. Mentors' stories of critical incidents shed light on the complex nature of mentors' professional expertise, reflected in the finding that experienced mentors' reasoning and behaviour constantly fluctuates between a novice and an expert stage, depending upon the nature of the situation and the type of mentor-mentee interaction that the mentor is confronted with. The study supports the more dynamic, discontinuous and interactionist view of the acquisition of expertise, highlighting the regressions and progressions that play out when experienced professionals take up an additional role, such as in the passage from teaching to mentoring.
Descriptors: Foreign Countries, Mentors, Teacher Collaboration, Beginning Teachers, Inservice Teacher Education, Master Teachers, Interpersonal Relationship, Accountability
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Israel