Building mentoring capacities in experienced teachers

Beutel, Denise & Spooner-Lane, Rebecca (2009) Building mentoring capacities in experienced teachers. The International Journal of Learning, 16(4), pp. 351-360.

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While teacher education equips beginning teachers with critical knowledge and skills about teaching and fosters an understanding of learning in and from teaching some of the most critical elements of teaching are only learned in the workplace when beginning teachers commence their professional teaching careers. This transition to professional practice may be facilitated by mentoring from a more experienced teacher. Expert mentoring assists beginning teachers to build their teaching capacities more quickly and also lays the foundation for innovative professional practice. However, the presence of a mentor alone is not sufficient with the success of mentoring reliant on the skills and knowledge of mentors. Mentoring relationships are most effective when mentors are trained for their roles. While mentor preparation is the single most important factor in contributing to mentoring success, few teachers receive formal training to prepare them adequately for mentoring roles. The purpose of this paper is to report on the implementation of a mentoring development program designed to build mentoring capacities in experienced teachers. The program was trialled in a school in rural Australia. A range of qualitative data was collected from participants over the duration of the mentoring program and follow up data collected six months subsequent to the conclusion of the program.

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11 citations in Scopus
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ID Code: 26869
Item Type: Journal Article
Refereed: Yes
Keywords: beginning teachers, mentoring , mentor training, mentor preparation
ISSN: 1447-9494
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2009 Common Ground Publishing
Deposited On: 19 Aug 2009 01:05
Last Modified: 25 Mar 2013 08:19

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