Mentor, Colleague, Co-Learner and Judge: Using Bourdieu to Evaluate the Motivations of Mentors of Newly Qualified Teachers

Autor/inn/en	Betteney, Mark; Barnard, Jane; Lambirth, Andrew
Titel	Mentor, Colleague, Co-Learner and Judge: Using Bourdieu to Evaluate the Motivations of Mentors of Newly Qualified Teachers
Quelle	In: European Journal of Teacher Education, 41 (2018) 4, S.433-447 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Betteney, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1471464
Schlagwörter	Mentors; Cultural Capital; Faculty Development; Role; Professional Identity; Beginning Teachers; Experienced Teachers; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Comparative Education; Teacher Attitudes; Case Studies; Qualitative Research; Phenomenology; United Kingdom (England) + Suchen Sie Ihr Suchwort? Rollen; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Vergleichende Erziehungswissenschaft; Lehrerverhalten; Case study; Fallstudie; Case Study; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This study uses Bourdieu's interconnected notions of fields, habitus and capital as a theoretical template to analyse the responses of eight mentors of Newly Qualified Teachers with regard to the motivations and challenges of their role. The data reveal that each mentor was a highly committed re-creator of the fields and habitus in which they operated, although this was not consciously done. They were each also committed to helping the NQTs develop professional cultural capital. Although Bourdieu famously referred to education as 'symbolic violence' the data from this study give no indication that the recreation of fields through the mentoring of professional practice was viewed as an act of dominion on the part of the mentors. Rather, these mentors saw their role as an empowering aspect of professional agency in which both parties shared in a co-authoring of a (usually) positive and mutually-affirming outcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01