Mentoring for effective teaching of writing in the primary school
Effective mentoring in English is considered paramount to a preservice teacher’s development as it presents real-life contexts for pedagogical understandings. This study provided qualitative data (questionnaire) and quantitative data (survey) on 24 mentors’ perceptions of their mentoring for teaching English and in particular teaching writing. These mentors are cooperating teachers who had mentored second-year preservice teachers (mentees) from one Australian university. Qualitative data indicated that developing a good rapport in a mentor-mentee relationship keeps lines of communication open in order to assist the mentee’s learning. In addition, the mentor’s modelling of teaching writing, demonstrating specific writing strategies, and providing positive yet constructive feedback were considered successful mentoring strategies, while a mentee’s lack of content knowledge, inadequate personal writing skills, and not knowing how to multi-task with many students may contribute towards a mentee feeling unsuccessful as a writing teacher. Mentors advocated methods for enhancing mentoring practices, which included university-facilitated professional development, linking syllabus content and teaching approaches, and sharing pedagogical content knowledge with colleagues. The quantitative data presented mentors’ perceptions of their attributes and practices across five factors for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback) with 67% or more of these mentors (n=24) agreeing or strongly agreeing they provided all the 34 items associated with the survey. The factor System Requirements had the lowest percentage range (67-71%) while Feedback had the highest range (83-100%). However, mentees may not agree with their mentors’ perspectives, hence, further research comparing the two perspectives may lead towards targeting more effective approaches for mentoring the teaching of writing.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||mentoring, writing, mentors, preservice teachers, practicum|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 The Author|
|Deposited On:||25 Jun 2007 00:00|
|Last Modified:||29 Nov 2016 02:08|
Repository Staff Only: item control page