Skip to main content
placeholder image

Enhancing the quality of pre-service teachers learning through the conceptualizing of mentoring strategies during the practicum

Conference Paper


Download full-text (Open Access)

Abstract


  • Professional experience has been described as a cornerstone of teacher preparation that has a “profound impact on student

    teachers” (Hammerness, Darling-Hammond, & Shulman, 2002, p. 409). There is a wide variation of teacher education

    programs across the world however, in most countries teacher preparation programs consists of initial university-based

    course work followed by school-based student teaching practice. Clearly, this program structure has implications for the role

    of professional experience in creating genuine opportunities for pre-service teachers to develop teaching practice and

    knowledge about the profession.

    During the professional experience, mentoring pre-service teachers has been considered critical in ensuring a quality

    learning (Hascher , Cocard, & Moser, 2004). A number of researchers(Hascher , et al., 2004; Maynard, 2000; Putnam &

    Borko, 2000) believe that the quality of pre-service teachers learning largely depends on how effective mentors are in

    creating a positive learning environment. This establishes the need for greater clarity around effective mentoring strategies

    and a clearer understanding of how best to mentor pre-service teachers. This study contributes to addressing this gap by

    developing a model of mentoring strategies based on Kram’s (1983) mentoring theory, through interviews and focus group discussions. The data was used to develop a tool to guide mentoring. This paper analyses this tool based on Kram’s (1983)

    mentoring theory and makes a contribution to enhancing the quality of mentoring.

Publication Date


  • 2015

Citation


  • Sheridan, L. & Nguyen, H. (2015). Enhancing the quality of pre-service teachers learning through the conceptualizing of mentoring strategies during the practicum. ECER 2015, Education and Transition European Educational Research Association.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3306&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2305

Abstract


  • Professional experience has been described as a cornerstone of teacher preparation that has a “profound impact on student

    teachers” (Hammerness, Darling-Hammond, & Shulman, 2002, p. 409). There is a wide variation of teacher education

    programs across the world however, in most countries teacher preparation programs consists of initial university-based

    course work followed by school-based student teaching practice. Clearly, this program structure has implications for the role

    of professional experience in creating genuine opportunities for pre-service teachers to develop teaching practice and

    knowledge about the profession.

    During the professional experience, mentoring pre-service teachers has been considered critical in ensuring a quality

    learning (Hascher , Cocard, & Moser, 2004). A number of researchers(Hascher , et al., 2004; Maynard, 2000; Putnam &

    Borko, 2000) believe that the quality of pre-service teachers learning largely depends on how effective mentors are in

    creating a positive learning environment. This establishes the need for greater clarity around effective mentoring strategies

    and a clearer understanding of how best to mentor pre-service teachers. This study contributes to addressing this gap by

    developing a model of mentoring strategies based on Kram’s (1983) mentoring theory, through interviews and focus group discussions. The data was used to develop a tool to guide mentoring. This paper analyses this tool based on Kram’s (1983)

    mentoring theory and makes a contribution to enhancing the quality of mentoring.

Publication Date


  • 2015

Citation


  • Sheridan, L. & Nguyen, H. (2015). Enhancing the quality of pre-service teachers learning through the conceptualizing of mentoring strategies during the practicum. ECER 2015, Education and Transition European Educational Research Association.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3306&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2305