Adapting Mentoring to Individual Differences in Novice Teacher Learning: The Mentor's Viewpoint

Autor/inn/en	van Ginkel, Gisbert; Oolbekkink, Helma; Meijer, Paulien C.; Verloop, Nico
Titel	Adapting Mentoring to Individual Differences in Novice Teacher Learning: The Mentor's Viewpoint
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 2, S.198-218 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2015.1055438
Schlagwörter	Mentors; Individual Differences; Novices; Individualized Instruction; Supervisory Methods; Learning Activities; Teacher Characteristics; Expectation; Alignment (Education); Sequential Learning; Secondary School Teachers; Vocational Education Teachers; Educational Practices; Beginning Teacher Induction; Foreign Countries; Questionnaires; Semi Structured Interviews; Netherlands + Suchen Sie Ihr Suchwort? Individueller Unterschied; Individualisierender Unterricht; Lernaktivität; Expectancy; Erwartung; Didaktische Sequenzierung; Lernsequenz; Ausbilder; Bildungspraxis; Ausland; Fragebogen; Niederlande
Abstract	Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site, post-mentoring conversation interviews with 18 mentors holding different mentoring conceptions, from different programs for Initial Teacher Education in the Netherlands. Four adaptive mentoring activities were identified: (1) aligning mutual expectations about the mentoring process, (2) attuning to the novices' emotional state, (3) adapting the mentoring conversation to match the reflective capacity of the novice teacher, and (4) building tasks from simple to complex relative to the novices' competence level. Adaptive mentors were (1) more likely to mention activities intended to support construction of personal practical knowledge and (2) less likely to mention activities intended to create a favourable context for novice teacher learning. Suggestions for using findings to enhance mentor adaptiveness are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01