What the resource is:
This is a conference paper, presented at the British Educational Research Association (BERA) annual conference in September 2007, which looks into the pedagogical practice of mentors during the school-based element of student teachers' training. It aims to establish how mentoring is perceived and addressed by focusing specifically on Initial Teacher Training (ITT) student teachers following HEI based courses. It does not look at the mentoring of student teachers in other contexts. It considers mentors' professional knowledge base, in particular, the nature and the source of this knowledge to enable them to carry out their roles.
The resource considers the history of the introduction of mentoring in the training for the teaching profession, the role of the mentor, the theoretical basis for mentoring and the mentor's knowledge. It then outlines research findings based on interviews of teacher mentors and student teachers, observations and documentary evidence.
The aims of the resource:
The aim of the resource is to investigate the pedagogical strategies of mentors, the learning theories that support these and the instructional design mentors use. It defines instructional design as one which encompasses the process through which an educator, such as a mentor, determines the most appropriate pedagogic methods for specific learners in a specific context as they are attempting to reach a specific objective.
Key findings or focus:
The findings are in three parts related to the use of adult learning theories by mentors, the adult learning theories used and the variations in practice.
The paper suggests that training related to ensuring mentors' familiarity with adult learning theories is not provided by HEIs though there is some limited training in general learning theories. The value of this training is discussed, suggesting that often it is related to administrative duties rather than on adult learning theories. Very few appear to refer to appropriate literature to support them in their role unless they are involved in MA courses themselves, the conclusion being that mentors would have no reason to be familiar with adult learning theories.
All of the mentors involved in the survey are unanimous in identifying their own professional practice as teachers as their primary source of training and knowledge for their role as mentors. Another important element appears to be the personal experience of younger mentors. Therefore, it concludes that mentors place emphasis on student teachers learning through personal experience. This is achieved through observation of mentors and other practitioners modelling practice, the student teacher then teaching a lesson followed up with a feedback session, and then reflection before the process was repeated.
The research suggests that there is a strong linkage to ‘legitimate peripheral participation' as suggested by Lave and Wenger (1991) related to the apprenticeship model of training. The paper goes on to identify that mentors' roles change from that of one leading a student, following a progressive role as suggested by Tomlinson (1998) by gradually taking a ‘back seat'.
The author identifies some statistically significant examples of variations in the use of adult learning theories. She suggests that these vary according to the needs and development of individual student teachers, to the age of mentors, with all young mentors role modelling but only half of older mentors doing so, to the experience of the mentor, or according to subjects taught.
The paper concludes that though mentors do use adult learning theories, the extent varies, with such variability reflecting the needs of individual student teachers, the context in which the mentors are working, and their own knowledge of professional practice and of espoused theories.
The quality, authority and credibility of the resource:
This is an interesting article which looks at the history of mentoring and the development of teacher training in HEIs since the competency model was introduced in 1992. The author clearly identifies that mentoring processes, procedures and requirements vary greatly not just between the mentors but between HEIs. The article discusses the various representations of mentoring, acknowledging that these can be both confusing and conflicting, often lacking theoretical underpinning from the training provided by HEIs. The author identifies that mentoring occurs between two adults and makes the point that this is not always acknowledged by HEIs through the mentor training programmes provided by them; that is that "most mentors have not been trained to work with adults". The author argues that this can result in mentors not understanding the difference between teaching children and mentoring adults and that most rely on their own experiences as teachers and for many, as student teachers themselves. As a result, they find mentoring difficult, as it is different from the adult/child relationship in which the mentor is inevitably more practised. The point is clearly made that training provided by HEIs on mentoring is variable as is the theoretical underpinning of this training.
The paper includes a detailed discussion on the research design, focusing on 20 schools who work with HEIs in the mentoring of student teachers. The analysis of the findings is very informative and it demonstrates the problem with such a model of training. The author has clearly researched into the literature, particularly drawing on the work of Daloz, L. A. (1986), Furlong, J. & Maynard, T. (1993 & 1995), Gibb, S. (1999), Hansford, B., Tennent, L. & Ehrich, L. C. (2003), Hawkey, K. (1997 & 1998) and Schön, D. (1983 & 1987). There is a comprehensive reference section at the end of the paper. The inclusion of these discussions adds to the authority and credibility of the paper.
This research only looks at mentoring of HEI students, though it would be useful if further research could compare mentoring of students following School Centred Initial Teacher Training (SCITT) and Employment Based Initial Teacher training (EBITT) routes with mentoring in HEIs. The paper might be enhanced if there was slightly more discussion on ‘legitimate peripheral participation' (section 7.3). Further to this, the section on mentors' knowledge is interesting, though the diagram is complicated and confusing despite the attempt to explain this. Diagrams are difficult to interpret throughout the article. Some of the literature referred to in the article does not feature in the reference section and the paper would benefit from a glossary. The author accepts the limitations of the research due to the small sample size used, but data identifies statistically significant examples of variations in the use of adult learning theories. Though these are listed there is little discussion on this, and more detail and data would be helpful.
On the whole, this is an interesting resource which highlights the problems of mentoring adults and which suggests the limitations in mentor training processes and variations in mentor requirements provided by different HEIs.
The implications for ITE tutors/mentors:
The resource could be used to support HEIs providers in helping them understand the problems of mentor training and in developing mentor training programmes. It could be used by HEI trainers as pre-course reading for mentor training, as a way of encouraging mentors to consider their roles and responsibilities and to reflect on their mentoring practices.
It draws together key reading and research materials, and it might be useful for teachers new to mentoring or for those teachers who would like to know more about the history, theories and processes of mentoring. For example, for mentors who are completing research themselves or in supporting mentors' personal development through their performance management review.
The relevance to ITE students:
Though it is not directly relevant to ITE students it would be useful to outline to them the issues associated with mentoring related to standards Q4, Q6, Q9 and Q32; for example, their understanding of issues related to the practice of mentoring, in understanding the roles and responsibilities of the mentor and the different learning approaches between teaching adults and children.
Reviewed by:
Dr Lesley-Anne Pearson
References:
Hansford, B., Tennent, L. & Ehrich, L. C. (2003) Educational Mentoring: Is it worth the effort? Education Research and Perspectives, 30.
Furlong, J. (2000) School Mentors and University Tutors: Lessons from the English Experiment. Theory into Practice, 39, 12-19.
Furlong, J. & Maynard, T. (1995) Mentoring student teachers: The growth of professional knowledge, London, Routledge.
Maynard, T. & Furlong, J. (1993) Learning to teach and models of mentoring. In Mcintyre, D., Hagger, H. & Wilkin, M. (Eds.) Mentoring: Perspectives on School-Based Teacher Education. London, Kogan Page.
Schön, D. (1987) Educating the Reflective Practitioner: Toward a new design for Teaching and Learning in the Professions, San Francisco, CA, Jossey-Bass.
Schön,, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, London, Maurice Temple Smith.