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Operationalizing the mentoring processes as perceived by teacher mentors

Journal Article


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Abstract


  • Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.

UOW Authors


Publication Date


  • 2020

Citation


  • Sheridan, L. & Nguyen, H. (2020). Operationalizing the mentoring processes as perceived by teacher mentors. Mentoring and Tutoring: Partnership in Learning, 28 (3), 295-317.

Scopus Eid


  • 2-s2.0-85087451722

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1154&context=asshpapers

Ro Metadata Url


  • http://ro.uow.edu.au/asshpapers/148

Number Of Pages


  • 22

Start Page


  • 295

End Page


  • 317

Volume


  • 28

Issue


  • 3

Place Of Publication


  • United Kingdom

Abstract


  • Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.

UOW Authors


Publication Date


  • 2020

Citation


  • Sheridan, L. & Nguyen, H. (2020). Operationalizing the mentoring processes as perceived by teacher mentors. Mentoring and Tutoring: Partnership in Learning, 28 (3), 295-317.

Scopus Eid


  • 2-s2.0-85087451722

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1154&context=asshpapers

Ro Metadata Url


  • http://ro.uow.edu.au/asshpapers/148

Number Of Pages


  • 22

Start Page


  • 295

End Page


  • 317

Volume


  • 28

Issue


  • 3

Place Of Publication


  • United Kingdom