scholarly journals Extending the mentor role in initial teacher education: embracing social justice

2015 ◽  
Vol 4 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Vicky Duckworth ◽  
Bronwen Maxwell
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Policy Research ◽  
Community Empowerment ◽  
Initial Teacher Education ◽  
Mentor Training ◽  
Critical Spaces ◽  
Content Type ◽  
Trainee Teachers ◽  
Literature Reviews

Purpose – The purpose of this paper is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. Design/methodology/approach – Two thematic literature reviews were undertaken: one of UK LLS ITE mentoring and the other an international review of social justice in relation to mentoring in ITE and the first year of teaching. Bourdieu’s concepts of capital, field and habitus (Bourdieu, 1986) are used as sensitising tools to explore LLS mentors’ practices and the possibilities for increasing the flow of “pedagogical capital” between mentors, trainee teachers, learners and communities, in such a way that would enable mentors to become agents for social justice. Findings – LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what we call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice. Research limitations/implications – While the literature reviews provide timely and important insights into UK and international approaches, the existing literature bases are limited in scale and scope. Practical implications – A model for mentoring that promotes social justice and recommendations for mentor training are proposed. Originality/value – The paper addresses the omission in policy, research and practice of the potential for mentors to promote social justice. The proposed model and training approach can be adopted across all education phases.

scholarly journals Associate teachers' learning networks: a figurational analysis of initial teacher education

2020 ◽  
Vol 9 (2) ◽  
pp. 205-218
Author(s):  
Luke Jones ◽  
Steven Tones ◽  
Gethin Foulkes
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Learning Networks ◽  
Structured Interviews ◽  
Mentor Training ◽  
Innovative Teaching ◽  
Content Type ◽  
Adequate Understanding ◽  
One Year ◽  
Interdependent Relationships

PurposeThe aim of this paper is to use the lens of figurational sociology to analyse the learning networks of physical education (PE) associate teachers (ATs) in England. More specifically, it aims to develop a more adequate understanding of who is involved in the learning networks and how they influence ATs during their one-year postgraduate initial teacher education (ITE) programme.Design/methodology/approachA total of 35 ATs within a university ITE partnership took part in the study during the final phase of their postgraduate programme. Questionnaires and semi-structured interviews were used to examine the nature and impact of the interdependent relationships that they had developed with other individuals and groups. A process of content analysis was used to identify and analyse patterns in the data.FindingsMentors have the most influence over ATs. They support the inclusion of the ATs within the PE department, but elements of the mentors' role are contradictory and can unintentionally hinder the ATs' teaching. Mentors, teachers and tutors also share a common social habitus that ensures a degree of conformity within the PE community. New experiences tend to reinforce ATs' existing beliefs about the nature and practice of teaching PE.Practical implicationsThese findings have implications for providers of ITE in deciding who is involved in mentor training and how it is approached. If ATs are to be introduced to more innovative teaching approaches that promote change, then tutors need to collaborate with mentors and teachers to develop awareness of their often-unplanned influence.Originality/valueApplying the distinctive, and more generally sociological, concepts that make up the figurational perspective helped to develop a more adequate understanding of the ATs' learning networks. It provided an insight into the changing relationships that ATs have with their mentors and other individuals who work within the school and university context.

scholarly journals Exploring learning conversations between mentors and associate teachers in initial teacher education

2019 ◽  
Vol 8 (2) ◽  
pp. 120-133 ◽  
Author(s):  
Luke Jones ◽  
Steven Tones ◽  
Gethin Foulkes
Keyword(s):  
Teacher Education ◽  
Learning Community ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Mentor Training ◽  
Collaborative Relationships ◽  
Content Type ◽  
Learning Conversations ◽  
One Year ◽  
The Impact

Purpose The purpose of this paper is to analyse the learning conversations that take place in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the learning conversations that occurred between physical education subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach Self-completion questionnaires and semi-structured interviews, with 11 ATs within a university ITE partnership, were used to explore ATs’ perceptions of the learning conversations that occurred between them and their mentors. A process of content analysis was used to identify and analyse themes in the data. Findings Meaningful learning conversations are not exclusively based on mentors’ feedback on ATs’ teaching. The ongoing everyday dialogue that occurs between mentors and ATs has a direct impact on the ATs’ teaching and a more indirect effect of nurturing collaborative relationships and providing access to a learning community. Successful mentoring is not realised through an isolated weekly lesson observation of the ATs’ teaching. It is an immersive process where the AT and the mentor face the ongoing challenge of exploring aspects of pedagogy and developing a relationship that is conducive to shared learning. Practical implications These findings have implications for providers of ITE and more specifically how they approach mentor training. Examining learning conversations, and in particular the more informal everyday dialogue that occurs between the mentor and the AT, may have significant impact on the learning of those who are training to teach. Originality/value Informal learning conversations are central to the mentoring process. These findings highlight the value of learning conversations and in particular the impact of informal everyday dialogue that may otherwise be overlooked.

scholarly journals Mentoring associate teachers in initial teacher education: the value of dialogic feedback

2018 ◽  
Vol 7 (2) ◽  
pp. 127-138 ◽  
Author(s):  
Luke Jones ◽  
Steven Tones ◽  
Gethin Foulkes
Keyword(s):  
Teacher Education ◽  
Feedback Mechanism ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Mentor Training ◽  
Collaborative Relationships ◽  
Content Type ◽  
Learning Conversations ◽  
One Year ◽  
Practical Implications

Purpose The purpose of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback experiences of physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach Semi-structured interviews, with nine PE mentors and 11 ATs within a university ITE partnership, were used to explore lesson feedback and the context in which it was provided. Interview data from the 20 participants were analysed through constant comparison to categorise content and identify patterns of responses. Findings Mentors were well versed in the formal feedback mechanism of a written lesson observation. This approach is well established and accepted within ITE, but the dialogic feedback that follows lessons was thought to be where ATs made most progress. These learning conversations were seen to provide less formal but more authentic feedback for those learning to teach, and were most successful when founded on positive and collaborative relationships between the mentor and the ATs. Practical implications These findings have implications for providers of teacher education and more specifically how they approach mentor training. The focus on lesson observations has value, but examining more informal dialogic approaches to feedback may have more impact on the learning of ATs. Originality/value These findings support the value of lesson feedback but challenge the primacy of formal written lesson observations. The learning conversations that follow lessons are shown to provide authentic feedback for ATs.

Enterprise education: pre-service further education teachers' impressions and aspirations

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Tiernan ◽  
Jane O’Kelly
Keyword(s):  
Teacher Education ◽  
Further Education ◽  
Initial Teacher Education ◽  
Research Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Education Data ◽  
Enterprise Education ◽  
The Future ◽  
Constant Comparative Analysis

PurposeThe purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.Design/methodology/approachA qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.FindingsFindings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.Originality/valueWhile there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

Redesigning initial teacher’s education practices with learning scenarios

2019 ◽  
Vol 36 (3) ◽  
pp. 266-283 ◽  
Author(s):  
Ana Pedro ◽  
João Piedade ◽  
João Filipe Matos ◽  
Neuza Pedro
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Content Type ◽  
Education Practice ◽  
Planning Strategy ◽  
Learning Scenarios ◽  
The One

PurposeThe construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.Design/methodology/approachThe authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.FindingsThe results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.Research limitations/implicationsResults show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.Originality/valueTherefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement

2019 ◽  
Vol 9 (1) ◽  
pp. 71-86
Author(s):  
Anat Wilson ◽  
Minh Huynh
Keyword(s):  
Teacher Education ◽  
Coping Strategies ◽  
Coping Styles ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Content Type ◽  
Mentoring Relationship ◽  
Key Factor ◽  
Coping Scale ◽  
Negative Coping

Purpose Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship. Design/methodology/approach A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs. Findings The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession. Originality/value Using the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.

scholarly journals Re-imagining mentoring as a dynamic hub in the transformation of initial teacher education

2018 ◽  
Vol 7 (3) ◽  
pp. 248-260 ◽  
Author(s):  
Rachel M. Lofthouse
Keyword(s):  
Teacher Education ◽  
Professional Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Deep Understanding ◽  
Practical Experience ◽  
Initial Teacher Education ◽  
Experienced Teacher ◽  
Content Type ◽  
School Based

Purpose Teacher education in many countries is under reform with growing differences in its form and function. This is indicative of the ongoing negotiations around the place of theory, research and practice in teachers’ professional learning. However, the demand for mentoring of trainee teachers during often extended and multiple school-based placements is a relative constant. Indeed, with the trend towards greater school-based professional experience mentoring practices become ever more critical. The paper aims to discuss this issue. Design/methodology/approach This is a conceptual paper written from the perspective of an experienced teacher educator in England, drawing on both practical experience and a body of associated research. It can be conceptualised as related to cases of practice, linked to episodes of practitioner research grounded in the ethics of the improvability of practice, the desire to meet the needs of the professional communities and a deep understanding of the demands and cultures of their workplaces. Findings Mentoring can be re-imagined as a dynamic hub within a practice development-led model for individual professional learning and institutional growth. Acting on this conceptualisation would allow mentors, trainees and other supporting teacher educators to contribute to the transformation of professional learning practices and educational contexts. Originality/value This paper goes beyond offering merely helpful guidance to participants and stakeholders in mentoring, or stipulating standards to be achieved, to considering what might be described as a hopeful or transformational stance in relation to mentoring. Teacher educators can continue to bring value to the transformation of teacher education through a focus on mentoring as an educative process.

Service Learning and Teacher Education

2020 ◽  
Author(s):  
Nadine Petersen ◽  
Sarah Gravett ◽  
Sarita Ramsaroop
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Service Learning ◽  
Experiential Learning ◽  
Multicultural Education ◽  
Student Teachers ◽  
Social Transformation ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Justice And Care

Although teacher education actively promotes the ideals of social justice and care, finding ways of enculturating student teachers into what these values mean in education remains a challenge. Additionally, the literature abounds with the struggles of teacher educators to prepare student teachers with the knowledge and competencies required for the complex task of teaching. A way to address this is through the inclusion of service learning (SL) in initial teacher education programs. SL, as a form of experiential learning, with reflection at its core, serves as a means of deepening student learning about the practice of social justice and care and as a way of both drawing on, and informing, student teachers’ practical and situational learning of teaching. SL also holds potential for preparing teachers with the competencies required for the 21st century. The research on SL in teacher education draws on theoretical perspectives of experiential learning, democracy education, social transformation, multicultural education, critical reflection, and education for civic responsibility. A limitation is that the literature within developing contexts is underrepresented, limiting access to useful lessons from the research in these contexts and preventing wider theorization in the field.

Lesson study in Dutch initial teacher education explored: its potential and pitfalls

2020 ◽  
Vol 9 (4) ◽  
pp. 351-365
Author(s):  
Tijmen M. Schipper ◽  
Sui Lin Goei ◽  
Wouter R. Van Joolingen ◽  
T. Martijn Willemse ◽  
Evelien C. Van Geffen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Lesson Study ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Target Groups ◽  
Content Type ◽  
Time Planning ◽  
Practical Implications

PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

scholarly journals Lesson studies in initial mathematics teacher education

2017 ◽  
Vol 6 (2) ◽  
pp. 169-181 ◽  
Author(s):  
João Pedro da Ponte
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Mathematics Teacher Education ◽  
Initial Teacher Education ◽  
Working Relationships ◽  
Content Type ◽  
Critical Friends ◽  
Key Issues ◽  
Definition Of ◽  
Google Search

Purpose The purpose of this paper is to review the research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far. Design/methodology/approach The scientific studies reviewed were identified in a Google search, using the key words “lesson study”, “mathematics”, and “secondary.” The identified material was recorded in a database and the themes for the analysis cover the planning, execution, and reflection phases of a formative process. Findings The paper identifies the several pending issues regarding the use of lesson studies in prospective teacher education such as defining the aims, establishing the relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers. Research limitations/implications At a practical level, this review suggests that lesson studies in pre-service teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggests the need for research regarding the definition of the aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification. Originality/value The paper identifies the key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or self-critical) investigations are needed, e.g. using external researchers as “critical friends”, which address their difficulties, limitations, and drawbacks in a more thorough way.

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