Mentoring Positioning: Perspectives of Early Childhood Mentor Teachers

Autor/inn/en	Quinones, Gloria; Rivalland, Corine; Monk, Hilary
Titel	Mentoring Positioning: Perspectives of Early Childhood Mentor Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 48 (2020) 4, S.338-354 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quinones, Gloria) ORCID (Monk, Hilary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1644610
Schlagwörter	Early Childhood Education; Mentors; Early Childhood Teachers; Preservice Teachers; Power Structure; Teacher Attitudes; Interpersonal Relationship; Empathy; Cooperation; Foreign Students; Foreign Countries; Masters Programs; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Empathie; Co-operation; Kooperation; Ausland; Magister course; Magisterstudiengang; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	Research on early childhood mentoring has recognised the importance of collegial, productive and high-quality relationships between early childhood mentors and mentees. This research study adopts a cultural-historical approach to understand the different positions taken by mentors when relating with international pre-service teachers (PSTs). The concept of position relates to the place of mentors and mentees in a system of social relationships across different social spaces. Ten mentor teachers were purposefully selected because of their openness to mentoring international PSTs. They participated in two focus group sessions held during a collaborative dialogue event at the university. Data were analysed using a cultural-historical "positioning" framework, which highlighted the complex set of relationships experienced by the mentors and mentees. These relationships were conceptualised as "empathetic," "supportive of initiatives" and "collaborative mentoring" positioning. The implications of this research indicate the value of collaborative mentoring approaches in which mentors are empathetic to newly-arrived international PSTs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01