Working Towards Change: The Impact of Mentor Development on Associate Teachers and Faculty Advisors
Researchers explored how a joint research initiative, focusing on the tenets of teacher mentorship, impacted Associate Teachers (ATs) and Faculty Advisors (FAs) in developing relationships and fulfilling their roles to effectively mentor pre-service teacher candidates. Participants in the study included elementary and secondary ATs and university FAs. Participants received mentor development from the Ministry of Education. Data was recorded using a triangulation of personal reflection, discussion and researcher observation. The following themes arose: supporting teacher candidates in meaningful and constructive ways; and building collaborative school university partnerships. Challenges in the study included time and minimal funding to in-service all ATs and FAs. Final recommendations based on the data analysis include: redefining the individual and collaborative roles and responsibilities of ATs and FAs; increasing the participation of FAs in professional dialogue with ATs; lastly, strengthening the mentorship network and webs for teacher candidates, as only group mentoring and one-to-one mentoring models are established at this point. Researchers hope the findings of the study will support program developers in effectively closing the gap between theory and practice and to better support preservice teacher candidates through meaningful mentorship relationships.
KeywordsAssociate teachers Faculty advisors Mentoring Communities of practice Professional development Pre-service education
- Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
- Bearman, S., Blake-Beard, S., Hunt, L., & Crosby, F. J. (2007). New directions in mentoring. In T. D. Allen & L. T. Eby (Eds.), The Blackwell handbook of mentoring: A multiple perspectives approach (pp. 375–395). Malden, MA: Blackwell.Google Scholar
- da Graça Nicoletti Mizukami, M., Maria de Medeiros Rodrigues Reali, A., & Maria Simões Tancredi, R. (2015). Construction of professional knowledge of teaching: Collaboration between experienced primary school teachers and university teachers through an online mentoring programme. Journal of Education for Teaching, 41(5), 493–513. https://doi.org/10.1080/02607476.2015.1108626.CrossRefGoogle Scholar
- Darling-Hammond, L. (2009, February). Teacher education and the American future. Charles W. Hunt Lecture. Presented at the annual meeting of the American Association of Colleges for Teacher Education, Chicago. https://doi.org/10.1177/0022487109348024.
- Faculty of Education (2016). Field Experience Handbook 2016–2017. (Local University).Google Scholar
- Hay, J. (1995). Transformational mentoring. New York: McGraw-Hill Book Company.Google Scholar
- Jowett, J. V., Shaw, E. D., & Tarbitt, V. (1997). A guide to mentoring. Leeds: Leeds Metropolitan University.Google Scholar
- Lipton, L., Wellman, B. M., & Humbard, C. (2003). Mentoring matters: A practical guide to learning-focused relationships. LCC: MiraVia.Google Scholar
- McCann, T. (2011). Mentoring matters: Taking an empathic stance. The English Journal, 100(3), 102–104. Retrieved from http://www.jstor.org/stable/.
- McKimm, J., Jollie, C., & Hatter, M. (2007). Mentoring: Theory and practice. London: NHSE.Google Scholar
- Ministry of Education. (2016). Mentoring for All. Ministry of Education: New Zealand.Google Scholar
- Iancu-Haddad D., & Oplatka, I. (2009). Mentoring novice teachers: Motives, process and outcomes from the mentor’s point of view. The New Educator, 5, 45–65. Retrieved from http://www1.ccny.cuny.edu/prospective/education/theneweducator/index.cfm.
- Peterson, S. M., Valk, C., Baker, A. C., Brugger, L., & Hightower, D. A. (2010). “We’re not ‘just’ interested in the work”: Social and emotional aspects of early educator mentoring relationships. Mentoring & Tutoring: Partnership in Learning, 18(2), 155–175. https://doi.org/10.1080/13611261003678895.CrossRefGoogle Scholar
- Russell, M. L., & Russell, J. A. (2011). Mentoring relationships: Cooperating teachers' perspectives on mentoring student interns. Professional Educator, 35(2), 1–21.Google Scholar
- Thirteen Ed. Online (2004). Constructivism as a paradigm for teaching and learning. Retrieved from: http://www.thirteen.org/edonline/concept2class/constructivism/index.html.
- Walkington, J. (2005). Mentoring pre-service teachers in the preschool setting: Perceptions of the role. Australian Journal of Early Childhood, 30(1), 28–35. Retrieved from https://link.galegroup.com/apps/doc/A131050287/AONE?u=googlescholar&sid=AONE&xid=442a249f.
- Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2–3. Retrieved from https://moo27pilot.eduhk.hk/pluginfile.php/415222/mod_resource/content/3/Learningasasocialsystem.pdf.
- Yin, R. K. (2009). Case study research: Design and methods (4th Edn.). Thousand Oaks, CA: Sage.Google Scholar