Critical Reflection and Authentic Mentoring Relationships in Initial Teacher Education

Autor/in	Polley, Elizabeth
Titel	Critical Reflection and Authentic Mentoring Relationships in Initial Teacher Education
Quelle	In: New Zealand Journal of Teachers' Work, 19 (2022) 2, S.91-103 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-6662
Schlagwörter	Mentors; Preservice Teacher Education; Early Childhood Education; Preschool Teachers; Student Teachers; Teacher Student Relationship; Teacher Educators; Reflective Teaching; Teacher Role; Outcomes of Education; Masters Programs; Power Structure; Teacher Attitudes; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher education; Lehrerbildung; Lehrerrolle; Lernleistung; Schulerfolg; Magister course; Magisterstudiengang; Lehrerverhalten; Ausland; Neuseeland
Abstract	This article argues that mentoring relationships between student teachers and lecturers can be enhanced when lecturers participate in personal critical reflections of their role and practice. Current literature acknowledges the need for successful practice-based mentoring and assessment relationships, with students stating these relationships support their professional growth. Mentoring is defined as a connection that encompasses nurturing, guiding, and encouraging. The Initial Teacher Education (ITE) lecturer role includes supporting a student teacher to develop their own understandings of critical reflection however the journey of reflection must begin with the lecturer. Lecturers using this approach to mentoring relationships will cultivate authentic and meaningful connections for student teachers, leading to successful outcomes. This article explores why lecturers themselves must engage in critical reflection when mentoring student teachers in Early Childhood Education (ECE) ITE. This article reflects concepts gathered from the research I completed towards a master's degree that explored mentoring and power relations within ECE ITE, specifically focussing on the relationships between student teachers and their lecturer mentors. Reflections on my research and the implications these reflections have for my current role and practice as an ECE ITE lecturer will be explored within this article. (As Provided).
Anmerkungen	New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01