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Cited by 36Teacher Education and Leadership StudiesMentoring and Academic DevelopmentTeacher Professional Development and Motivation

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Mentor Educators’ Understandings of Mentoring Preservice Primary Teachers

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Hudson, Peter, Hudson, Suzanne·2010·The International Journal of Learning: Annual Review
DOI 10.18848/1447-9494/cgp/v17i02/46894
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Abstract

Mentors are significant in shaping a preservice teacher's practices. Developing common understandings about effective mentoring practices can assist the mentoring process. What are mentor educators' practical ideas towards implementing a mentoring program? This mixed-method study involves surveys, questionnaires, and audio-taped focus group meetings on 14 mentor educators' views on mentoring preservice primary teachers. This research aims to understand mentor educators' motivations for mentoring, their views about what makes a good mentor, benefits for mentors, and issues or concerns for mentors and the mentoring process. It also focuses on determining professional development for mentors and troubleshooting potential problems. Findings revealed that these mentor educators were motivated into developing mentoring programs as a way to: (1) influence the quality of preservice teacher education (2) provide personal and professional development in mentoring, and (3) support mentors and the mentoring process within school settings. Outlining what makes a good mentor and benefits for mentors were consistent with the literature. However, these expert mentors also provided potential solutions (e.g., university support and professional development ideas) on issues such as knowing the mentee's level of development and expectations, building a professional relationship prior to placement and the mentor's dual role as confidant and assessor.

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Research works printed but not linked: 29

  1. Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Australian Government.
  2. Briscoe, C., & Peters, J. (1997). Teacher collaboration across and within schools: Supporting individual change in elementary science teaching. Science Teacher Education, 81(1), 51-64.
  3. Hudson, P., & Hudson, S. (2010). Mentor educators" understandings of mentoring preservice primary teachers. The International Journal of Learning, 17(2), 157-170.
  4. de Boo, M. (1997). Primary science teacher education: A way forward. Primary Science Review, 46, 4-7.
  5. DeBolt, G. (Ed.). (1992). Teacher induction and mentoring: School-Based collaborative programs. New York: State of University of New York Press.
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  7. Ganser, T. (1996). What do mentors say about mentoring? Journal of Staff Development, 17(3), 36-39.
  8. Hall, P. (2008). Building bridges: Strengthening the principal induction process through intentional mentoring. Phi Delta Kappan, 89(6), 449-452.
  9. Hall, P., & Harris, R. (2008). 10 rungs to proficiency: District partners with universities to create principals' academy. Journal of Staff Development, 29(2), 38-40.
  10. Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to tactions: The beliefs and actions of teachers implementing change. Journal of Science Teacher Education, 13(3), 171-187.
  11. Hansford, B., & Ehrich, L. C. (2006). The principalship: How significant is mentoring? Journal of Educational Administration, 44(1), 36-52.
  12. Hansman, C. A. (2003). Reluctant mentors and resistant proteges: Welcome to the "real" world of mentoring. Adult Learning, 14(1), 14-16.
  13. Hudson, P., & Hudson, S. (2010). Mentor educators" understandings of mentoring preservice primary teachers. The International Journal of Learning, 17(2), 157-170.
  14. Hudson, P. (2007). Examining mentors" practices for enhancing preservice teachers" pedagogical development in mathematics and science. Mentoring & Tutoring: Partnership in Learning, 15(2), 201-217.
  15. Hudson, P., & McRobbie, C. (2004). Evaluating a specific mentoring intervention for preservice teachers of primary science. Action in Teacher Education, 17(2), 7-35.
  16. Hudson, P., Skamp, K., & Brooks, L. (2005). Development of an instrument: Mentoring for effective primary science teaching. Science Education, 89(4), 657-674.
  17. Jarvis, T., McKeon, F., Coates, D., & Vause, J. (2001). Beyond generic mentoring: Helping trainee teachers to teach primary science. Research in Science and Technological Education, 19(1), 5-23.
  18. Jones, K., Doveston, M., & Rose, R. (2009). The motivations of mentors: Promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education, 27(1), 41-51.
  19. Jones, M. S., & Pauley, W. F. (2003). Mentoring beginning public school teachers. Adult Learning, 14(1), 23-25.
  20. Kennedy, M. M. (1992). Establishing professional schools for teachers. In M. Levine (Ed.), Professional practice schools (pp. 63-80). London: Teachers College Press.
  21. Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappa, 76(8), 591-596.
  22. Little, J. W. (1990). The mentor phenomenon and the social organisation of teaching. Review of Educational Research, 16, 297-351.
  23. Long, J. (1997). The dark side of mentoring. The Australian Educational Researcher, 24(2), 115-133.
  24. McCann, T. M., & Johannessen, L. (2009). Where are the good mentors? English Journal, 98(4), 120-122.
  25. Hudson, P., & Hudson, S. (2010). Mentor educators" understandings of mentoring preservice primary teachers. The International Journal of Learning, 17(2), 157-170.
  26. Ovens, P. (2000). Reflective teacher development in primary science. New York: Falmer Press.
  27. Tillema, H. H., & Smith, K. (2009). Assessment orientation in formative assessment of learning to teach. Teachers & Teaching, 15(3), 391-405.
  28. Upson, L., Koballa, T., & Gerber, B. (2002, January). Preparing science specific mentors: A look at one successful Georgia program. In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science, Charlotte, NC. 1007-1021.
  29. Veenman, S., de Laat, H., & Staring, C. (1998, September). Coaching beginning teachers. Paper presented at the European Conference on Educational Research. Ljubljana, Slovenia.

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Metadata

Authors
Hudson, P., & Hudson, S.
ORCID
Venue
The International Journal of Learning: Annual Review
Publisher
Common Ground Research Networks
Published
2010
Volume
17
Issue
2
Pages
157-170
ISSN
  • 1447-9494 (ISSN-L)
  • 1447-9540
DOI
10.18848/1447-9494/cgp/v17i02/46894
OpenAlex
W2154367107
Cited by
36
References
0
Citations by year
2025: 1 · 2024: 4 · 2023: 7 · 2022: 3 · 2021: 3 · 2020: 3 · 2019: 1 · 2018: 1 · 2017: 3 · 2016: 3 · 2015: 4 · 2014: 1 · 2013: 1 · 2012: 1
FWCI
3.02
Type
journal article
Language
en
Open access
Locations
  • The International Journal of Learning Annual Review (publishedVersion)
  • QUT ePrints (Queensland University of Technology) (submittedVersion)
  • Cross Connect (Southern Cross University) (submittedVersion)
  • Faculty of Education
Funders
  • Australian Government
  • Department of Education, Employment and Workplace Relations, Australian Government
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Mentoring and Academic Development
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
mentoring, pre-service teachers, primary teacher education, mentor professional development, mentoring program implementation, mentoring relationships, mentor role, university-school partnership

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