Analysing mentoring dialogues for developing a preservice teacher's classroom management practices

Tracey Sempowicz; P Hudson

doi:10.14221/ajte.2011v36n8.4

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Analysing mentoring dialogues for developing a preservice teacher's classroom management practices

Journal article

Peer reviewed

Analysing mentoring dialogues for developing a preservice teacher's classroom management practices

Tracey Sempowicz and P Hudson

Australian Journal of Teacher Education, Vol.36(8), pp.1-16

2011

DOI: https://doi.org/10.14221/ajte.2011v36n8.4

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Abstract

A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson plans, preservice teacher reflections, mentor reports, and video and audio-recorded interviews), this case study uses a five-factor mentoring framework to analyse mentor-mentee dialogues about classroom management practices. Data indicated 30 out of 34 mentoring practices provided input into the mentee's classroom management; however there was no overt evidence on mentoring aims, curriculum, timetabling or assessment that facilitated the mentee's development of behaviour management. Specifically, drawing on the system requirement documents, modelling the school's behaviour management program, articulating pedagogical knowledge about implementing behaviour management, and providing feedback presented the mentee with opportunities for effective implementation.

Details

Title: Analysing mentoring dialogues for developing a preservice teacher's classroom management practices
Authors: Tracey Sempowicz (Author) - Queensland University of Technology
P Hudson (Author) - Queensland University of Technology
Publication details: Australian Journal of Teacher Education, Vol.36(8), pp.1-16
Publisher: Edith Cowan University
Date published: 2011
DOI: 10.14221/ajte.2011v36n8.4
ISSN: 1835-517X
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99450429702621
Output Type: Journal article

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