Understandings of Mentoring within Initial Teacher Education School Placement Contexts: A Scottish Perspective

Autor/in	Mackie, Lorele
Titel	Understandings of Mentoring within Initial Teacher Education School Placement Contexts: A Scottish Perspective
Quelle	In: Professional Development in Education, 44 (2018) 5, S.622-637 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mackie, Lorele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2017.1398179
Schlagwörter	Foreign Countries; Preservice Teacher Education; Mentors; Elementary School Teachers; Student Teachers; Interpersonal Relationship; Cooperation; Student Teacher Attitudes; Role; Individual Characteristics; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Rollen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Within the context of Scottish Initial Teacher Education, this qualitative study critically addresses mentor and mentee understandings of mentoring primary education student teachers. It introduces a Scottish perspective to the international body of literature on student teacher mentoring, and contributes new understandings of mentoring by addressing the role of mentees as well as those of the mentor. An instrumental, collective case study research design was employed with semi-structured interviews of six class teacher mentors and their student teachers conducted to ascertain understandings of the mentoring process. Findings indicate that participants understood mentoring as a multidimensional process designed to support the professional learning of student teachers. The key mentoring relationship is between class teacher mentor and mentee, and essential in developing mentee teaching capacity. Analysis of responses suggests an understanding of mentoring as involving both personal and professional dimensions. The data reveals the complex nature of the mentoring process in terms of the multitude of potential interpretations of these two dimensions and of the ways in which they overlap. It is recommended that all teacher education programmes and associated placement schools consider the provision of effective mentor and mentee education to improve the quality and consistency of mentoring for student teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01