Analysing mentoring practices to understand how a preservice teacher reflects on practice to advance teaching

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Title: Analysing mentoring practices to understand how a preservice teacher reflects on practice to advance teaching
Author/Creator: Sempowicz, Tracey | Hudson, Peter B
Description: Mentors (cooperating classroom teachers) have a shared responsibility with universities for developing preservice teachers’ pedagogical practices, particularly towards becoming reflective practitioners. Preservice teachers need to participate actively in their own learning, by reflecting and acting on the mentor’s constructive feedback provided during planning and feedback dialogue sessions. This case study uses feedback practices outlined within a five-factor mentoring model to analyse dialogue between a mentor and her respective mentee during different stages in their school-based programs (first practicum). This investigation uses multiple data sources such as video and audio-recorded interviews, archival documents from participants such as lesson plans, reflections and reports to examine preservice teacher’s reflections and implementations of practice as a result of her mentor’s feedback (e.g., establish expectations, review lesson plans, observe teaching then provide oral and written feedback, and evaluate progress). Findings indicated that reflective thinking was more apparent when the mentor did not dominate conversations but instead asked astute pedagogical knowledge questions to facilitate the mentee’s reflections on practice.
Relation: 2011 Australian Teacher Education Association (ATEA) Annual Conference, Melbourne, Australia 3-6 July 2011
Relation: Valuing Teacher Education: Policy, Perspectives and Partnerships: the annual conference of the Australian Teacher Education Association (ATEA) / pp.1-22
Relation: https://atea.edu.au/wp-content/uploads/2011_sempowicz_and_hudson.pdf
Year: 2011
Publisher: Australian Teacher Education Association
Subject: FoR 1303 (Specialist Studies in Education) | mentoring | preservice teacher | mentor | feedback | reflective practice | HERN

Resource Type: Conference Paper
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USC Research Bank - University of the Sunshine Coast, Queensland, Australia