Desirable attributes and practices for mentees : mentor teachers' expectations
Hudson, Peter B. (2013) Desirable attributes and practices for mentees : mentor teachers' expectations. European Journal of Educational Research, 2(3), pp. 107-118.
Research indicates attributes and practices for mentor teachers that can be used for effective mentoring. Universities provide guidelines for preservice teacher (mentee) engagement in schools generally from anecdotal evidence, however, what are desirable attributes and practices for mentees? This qualitative study gathers data from 25 mentor teachers through extended response questionnaire and audio-recorded focus group discussions about attributes and practices for mentees. Findings showed that desirable attributes for mentees included: enthusiasm, being personable, commitment to children, lifelong learning/love of learning, open/reflective to feedback, develop resilience, and taking responsibility for their learning, while desirable practices included: planned and preparation for teaching, reflective practices, understanding school and university policies, knowing students for differentiated learning, and building a teaching repertoire (e.g. teaching strategies, behaviour management, content knowledge, and questioning skills). Preservice teachers need to consider teachers’ suggestions on desirable attributes and practices that can help them achieve positive teaching experiences.
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|Item Type:||Journal Article|
|Additional Information:||European Journal of Educational Research currently does not have a website|
|Keywords:||mentor, preservice teachers, mentoring, teaching practices, teacher training|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2013 [please consult the author]|
|Deposited On:||13 Nov 2013 02:00|
|Last Modified:||28 Apr 2014 20:20|
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