Identifying mentoring practices for developing effective primary mathematics teaching
Hudson, Peter B. & Peard, Robert F. (2005) Identifying mentoring practices for developing effective primary mathematics teaching. In Eighth International Conference : Reform, Revolution and Paradigm Shifts in Mathematics Education, 25 Nov - 1 Dec 2005, Universiti Teknologi Malaysia (UTM), Johor Bharu, Malaysia.
Mentoring and the development of teaching mathematics
It is well established that mentoring can assist in the development of teaching practices particularly when mentors and mentees engage in pedagogical discourse and reflective thinking (e.g., Power, Clarke, & Hine, 2002; Sinclair, 1997). Mentoring is now a prominent practice in teacher education and has implications for "generalist" primary teachers who take on mentoring roles.
Just as educators and teachers can improve their teaching practices, so too can mentors (supervising teachers) improve their mentoring practices (Hudson & Skamp, 2003). Although education departments have provided professional development for teachers in mentoring positions (NSW DET, 2003), Hulshof and Verloop’s study (1994) reports that 74% of mentors felt that education in mentoring was necessary but mainly for new mentors. As curricula continually changes, primary mathematics teachers are required to develop further understandings and skills; similarly, mentors involved in mathematics education also need
to ensure that their understandings and skills are aligned with current mathematics teaching practices.
A major part of the mentor’s role is to develop the mentee’s overall teaching ability, yet each mentor has individual beliefs on what is and what is not important. These individual mentor views will vary on all aspects of teaching and mentoring. Although some mentoring can emerge naturally, educators need to ensure that mentoring is not left to chance; hence mentors "need explicit training in the stimulation of novice teachers to reflect on their actions in order to move them to higher levels of professional thinking" (Veenman, de Laat, & Staring, 1998, p. 6).
Citation countsare sourced monthly fromand 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.
|Item Type:||Conference Paper|
|Additional Information:||The contents of this conference can be freely accessed online via the conference’s web page (see hypertext link).|
|Keywords:||Primary mathematics teaching, mentoring practices|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2005 Mathematics Education into the 21st Century Project|
|Deposited On:||19 Sep 2007|
|Last Modified:||15 Jan 2009 17:46|
Repository Staff Only: item control page