Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring
Keywords:
educative mentoring, induction, mentor, new teachers, teachers’ competence
Abstract
Growing challenges, demographic change and the need to deal with various demands in one’s professional and private life call for a high flexibility and willingness to learn, especially among teachers, who serve as role models in this respect. Consequently, professional development has to focus on reflective and introspective processes. At the beginning of a teaching career, educative mentoring can provide valuable support. In the course of planning a new teacher-training program in Austria, the University College of Teacher Education Styria, in Graz, is conducting a mentoring project in primary schools from 2012 to 2014. It takes place in two Styrian districts and is accompanied by evaluation research. Local mentors support new teachers. Moreover, in-service training for new teachers, mentors and principals is provided. The topics of the courses correspond to the participant groups’ roles and interests, foster social and digital networking, and encourage peer discussion and cross-group communication. The qualitative research entailed in the project investigates supporting factors of educative mentoring and communication processes by applying questionnaires, expert interviews and group discussions. This article focuses on the role, challenges and duties of a mentor, taking into account the value of educative mentoring for professional learning communities and individual learning processes.Downloads
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References
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Lipowski, F. (2003). Wege von der Hochschule in den Beruf: Eine empirische Studie zum beruflichen Erfolg von Lehramtsabsolventen in der Berufseinstiegsphase. Rieden: Klinkhardt.
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Meuser, M., & Nagel, U. (1997). Das ExpertInneninterview – Wissenssoziologische Voraussetzungen und methodische Durchführung. In B. Friebertshäuser & A. Prengel (Eds.), Handbuch Qualitative Forschungsmethoden in den Erziehungswissenschaften (pp. 481–491). Weinheim, München: Beltz- Juventa.
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New Zealand Teachers Council. (2011). Guidelines for Induction and Mentoring and Mentoring Teachers. Retrieved 05.11.2013 from http://www.otago.ac.nz/education/otago042474.pdf
Norman, P. J., & Feiman-Nemser, S. (2005). Mind Activity in Teaching and Mentoring. Teaching and Teacher Education, 21(6), 679–697.
Paine, L. W., & Schwille, J. R. (2010). Teacher Induction in International Contexts. In J. Wang, S. Odell, & K. T. Clift (Eds.), Past, Present, and Future Research on Teacher Induction. An Anthology for Researchers, Policy Makers, and Practitioners (pp. 31–44). Langham, Maryland: Rowman and Littlefield Education.
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Terhart, E. (2001). Lehrberuf und Lehrerausbildung. Forschungsbefunde, Problemanalyse, Reformkonzepte. Weinheim: Beltz.
Wang, J., & Odell, S. J. (2007). An alternative conception of mentor-novice relationships: Learning to teach in reform-minded ways as a context. Teaching and Teacher Education, 23(4), 473–489.
Zachary, L. (2000). The mentor’s guide: Facilitating effective learning relationships. San Francisco, CA: Jossey-Bass.
Bobek, B. (2002). Teacher resilience: A key to career longevity. The Clearing House, 75(4), 202–205.
Bohnsack, R., Marotzki, W., & Meuser, M. (Eds.) (2003). Hauptbegriffe Qualitativer Sozialforschung. Opladen: Leske+Budrich.
Blömeke, S., & Paine, L. (2009). Berufseinstiegs-Programme für Lehrkräfte im internationalen Vergleich. Journal für LehrerInnenbildung, 9(3), 18–25.
Britton, E., Paine, L., Pimm, D., & Raizen, S. (2003). Comprehensive teacher induction. Dordrecht: Kluwer Academic Publishers.
Cameron, M. (2007). Learning to teach: A literature review of induction theory and practice. Wellington: New Zealand Council for Educational Research.
Cooper, M., & Stewart, J. (2009). ‘Learning together, shaping tomorrow’: New teachers try new ways. Research in Comparative and International Education, 4(1), 111–122.
Deci, E. L., & Ryan, R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. Zeitschrift für Pädagogik, 39(2), 223–238.
Department for Education. (2013). Statutory guidance on induction for newly qualified teachers (England). For appropriate bodies, headteachers, school staff and governing bodies. Revised June 2013. Retrieved 29.12.2013 from http://education.staffordshire.gov.uk/NR/rdonlyres/78954769-535E-493A-A676-14FE5F769BDD/171548/statutoryguidancerevisedjune2013.pdf
Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17–30.
Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25–29.
Fuller, F. F., & Brown, O. H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher Education. 74th Yearbook of the NSSSe. Part II. (pp. 182–185). Chicago: University of Chicago Press.
Gardner, H. (2009). Five Minds for the Future. Boston: Harvard Business School Press.
Gläser, J., & Laudel, G. (2010). Experteninterviews und qualitative Inhaltsanalyse. 4. Auflage. Wiesbaden:Verlag für Sozialwissenschaften.
Halai, A. (2006). Mentoring in-service teachers: Issues of role-diversity. Teaching and Teacher Education, 22(6), 700–710.
Hargreaves, A., & Fullan, M. (2000). Mentoring in the new millennium. Theory into Practice, 39, 50–56.
Harrison, J. K., Dymoke, S., & Pell, T. (2006). Mentoring beginning teachers in secondary schools: an analysis of practice. Teaching and Teacher Education, 22, 1055–1067.
He, Y. (2009). Strength-based mentoring in preservice teacher education: A literature review. Mentoring & Tutoring: Partnership in Learning, 17(3), 263–275.
Helsper, W. (1996). Antinomien des Lehrerhandelns in modernisierten pädagogischen Kulturen: Paradoxe Verwendungsweisen von Autonomie und Selbstverantwortlichkeit. In A. Combe & W. Helsper (Eds.), Pädagogische Professionalität: Untersuchungen zum Typus pädagogischen Handelns (pp. 521–569). Frankfurt am Main: Suhrkamp.
Helsper, W. (2012). Antinomien im Lehrerhandeln. Professionelle Antinomien - vermeidbare Verstrickung oder pädagogische Notwendigkeit? Lernende Schule, 15(60), 30–34.
Hericks, U. (2006). Professionalisierung als Entwicklungsaufgabe: Rekonstruktionen zur Berufseingangsphase von Lehrerinnen und Lehrern. Wiesbaden: Verlag für Sozialwissenschaften.
Huber, U. (2010). Der Begleitete Berufseinstieg für PflichtschullehrerInnen in Europa. Frankfurt am Main: Peter Lang Verlag.
Huber, U. (2013). Mentoring im Berufseinstieg. Erziehung & Unterricht, 163(1-2), 32–39.
Hubermann, M. (1991). Der berufliche Lebenszyklus von Lehrern: Ergebnisse einer empirischen Untersuchung. In E. Terhart (Ed.), Unterrichten als Beruf. Neuere amerikanische und englische Arbeiten zur Berufskultur und Berufsbiographie von Lehrerinnen und Lehrern (pp. 249–267). Köln, Wien: Böhlau.
Ittel, A., & Raufelder, D. (2009). Mentoring in der Schule: Professionelle Praxis und Qualitätssicherung. In H. Stöger, A. Ziegler, & D. Schimke (Eds.), Mentoring: Theoretische Hintergründe, empirische Befunde und praktische Anwendungen (pp. 207–223). Lengerich: Papst Science Publishers.
Keller-Schneider, M. (2010). Entwicklungsaufgaben im Berufseinstieg von Lehrpersonen. Münster: Waxmann.
Langdon, F. J. (2007). Beginning teacher learning and professional development: An analysis of induction programmes. Hamilton: University of Waikato.
Lipowski, F. (2003). Wege von der Hochschule in den Beruf: Eine empirische Studie zum beruflichen Erfolg von Lehramtsabsolventen in der Berufseinstiegsphase. Rieden: Klinkhardt.
Luhmann, N. (2002). The cognitive program of constructivism and a reality that remains unknown. In W. Rasch (Ed.), Theories of distinction: Redescribing the descriptions of modernity (pp. 128–152). Stanford, CA: Stanford University Press.
Martinuzzi, S. (2007). Der Berufseinstieg – Unterstützungsmaßnahmen für Lehrerinnen und Lehrer in der Grundschule. Wien: Lit.
Mayring, P. (2010). Qualitative Inhaltsanalyse. Grundlagen und Techniken. 11. Auflage. Weinheim und Basel: Beltz Verlag.
McDonald, L., & Flint, A. (2011). Effective Educative Mentoring Skills: A Collaborative Effort. New Zealand Journal of Teachers’ Work, 8(1), 33–46.
Meuser, M., & Nagel, U. (1997). Das ExpertInneninterview – Wissenssoziologische Voraussetzungen und methodische Durchführung. In B. Friebertshäuser & A. Prengel (Eds.), Handbuch Qualitative Forschungsmethoden in den Erziehungswissenschaften (pp. 481–491). Weinheim, München: Beltz- Juventa.
Messner, H., & Reusser, K. (2000). Die berufliche Entwicklung von Lehrpersonen als lebenslanger Prozess. Beiträge zur Lehrerbildung, 18(2), 157–171.
New Zealand Teachers Council. (2011). Guidelines for Induction and Mentoring and Mentoring Teachers. Retrieved 05.11.2013 from http://www.otago.ac.nz/education/otago042474.pdf
Norman, P. J., & Feiman-Nemser, S. (2005). Mind Activity in Teaching and Mentoring. Teaching and Teacher Education, 21(6), 679–697.
Paine, L. W., & Schwille, J. R. (2010). Teacher Induction in International Contexts. In J. Wang, S. Odell, & K. T. Clift (Eds.), Past, Present, and Future Research on Teacher Induction. An Anthology for Researchers, Policy Makers, and Practitioners (pp. 31–44). Langham, Maryland: Rowman and Littlefield Education.
Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. Journal of Educational Psychology, 98(1), 209–218.
Schwille, J., Dembélé, M., & Schubert, J. (2007). Global perspectives on teacher learning: improving policy and practice. Retrieved 2.8.2014, from http://unesdoc.unesco.org/images/0015/001502/150261e.pdf
The Royal Borough of Kensington and Chelsea, Hammersmith and Fulham. (2013). A guide for induction tutors 2013-2014. Retrieved 29.12.2013 from http://www.rbkc.gov.uk/PDF/A%20guide%20for%20induction%20tutors2013-14_100913.pdf
Terhart, E. (2001). Lehrberuf und Lehrerausbildung. Forschungsbefunde, Problemanalyse, Reformkonzepte. Weinheim: Beltz.
Wang, J., & Odell, S. J. (2007). An alternative conception of mentor-novice relationships: Learning to teach in reform-minded ways as a context. Teaching and Teacher Education, 23(4), 473–489.
Zachary, L. (2000). The mentor’s guide: Facilitating effective learning relationships. San Francisco, CA: Jossey-Bass.
Published
2014-12-31
How to Cite
da Rocha, K. (2014). Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring. Center for Educational Policy Studies Journal, 4(4), 99–120. https://doi.org/10.26529/cepsj.187
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