Mentors’ views about developing effective English teaching practices
Abstract
Effective mentoring in English is considered paramount to a preservice teacher’s development. What are mentors’ views about developing effective English teaching practices in their mentees? This study used quantitative data (survey) and qualitative data (questionnaire) on 24 mentors’ perceptions of mentoring second-year preservice teachers for teaching English and, in particular, the teaching of writing. Quantitative data measured mentors’ perceptions of their attributes and practices across five factors for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback) with 67% or more of these mentors (n=24) agreeing or strongly agreeing they provided all of the advocated attributes and practices to their mentees. The System Requirements factor had the lowest percentage range (67-71%) while Feedback had the highest range. Qualitative data indicated that developing a good rapport in a mentor-mentee relationship keeps lines of communication open in order to assist the mentee’s learning. Mentors advocated methods for enhancing mentoring practices, however, mentees may not agree with their mentors’ perspectives; hence further research comparing the two perspectives may lead towards understanding effective approaches for mentoring.
Reference
Hudson, P. & Millwater, J. (2008). Mentors' views about developing effective English teaching practices. Australian Journal of Teacher Education 33(5), 1-13. http://dx.doi.org/10.14221/ajte.2008v33n5.1
Journal
Australian Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- primary (Australian term)
Programatic Focus
Research Location Context
- field placements (not related to methods courses)
- student teaching placement schools
Preservice Participants
Preservice Sample Size
Other Participant Data
- Cooperating teachers
- Mentors (experienced teachers)
Duration of Data Collection
Data Sources
Data Analysis Tools
- Qualitative Analysis
- Statistical analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
how effective mentoring could be used to support the professional development of teachers in their roles as mentors. In particular, the generic mentoring literature was used to frame opportunities for mentoring preservice teachers in the teaching of writing. The aim of this study was to determine mentors’ perceptions of their practices for mentoring their preservice teachers’ development as teachers of writing. What are mentors’ views about developing effective English teaching practices in their mentees?
Is this research question explicit from the manuscript? Yes