Mentoring preservice teachers' reflective practices towards producing teaching outcomes

Sempowicz, Tracey & Hudson, Peter B. (2012) Mentoring preservice teachers' reflective practices towards producing teaching outcomes. International Journal of Evidence Based Coaching and Mentoring, 10(2), pp. 52-64.

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Abstract

Reflective practice appears crucial for professional growth, and making connections between mentoring practices and mentees’ reflections may assist mentors to guide reflective processes. This interpretive study initially explores, through the literature (e.g., Dewey, Schön), common processes of reflective thinking and uses a mentoring feedback framework with six practices to collect and analyse video, audio and observational data around two mentor-mentee case studies. The findings showed that these mentors (experienced primary teachers) articulated expectations for teaching, modelled reflective practices to their mentees (preservice teachers), and facilitated time and opportunities for advancing teaching practices, which influenced the mentees’ reflective practices and their pedagogical development. This study showed that the mentors’ personal attributes influenced the mentoring relationship and the mentees’ abilities to critically reflect on their practices.

Impact and interest:

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ID Code: 54145
Item Type: Journal Article
Refereed: Yes
Keywords: Mentoring, Pre-service teacher, Mentor, Feedback, Reflective practice, HERN
ISSN: 1741-8305
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Continuing and Community Education (130101)
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2012 Oxford Brookes University
Deposited On: 10 Dec 2012 01:22
Last Modified: 29 Nov 2016 03:28

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