Mentoring Preservice Teachers: Identifying Tensions and Possible Resolutions

Autor/inn/en	Hudson, Peter; Hudson, Sue
Titel	Mentoring Preservice Teachers: Identifying Tensions and Possible Resolutions
Quelle	In: Teacher Development, 22 (2018) 1, S.16-30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1298535
Schlagwörter	Mentors; Preservice Teachers; Preservice Teacher Education; High Schools; Secondary School Teachers; Experiential Learning; Conflict; Teacher Student Relationship; Individual Characteristics; Pedagogical Content Knowledge; Teaching Styles; Collegiality; Feedback (Response); Participative Decision Making; Power Structure; Empowerment; Empathy; Grounded Theory; Foreign Countries; Audio Equipment; Focus Groups; Stress Variables; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; High school; Oberschule; Experiental learning; Erfahrungsorientiertes Lernen; Konflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Pädagogische Kompetenz; Lehrstil; Unterrichtsstil; Kollegialität; Empathie; Ausland; Audio-CD; Australien
Abstract	Tensions can occur in the mentor-mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with preservice teachers during professional experience programmes. Three themes emerged around the causes of tensions (low- to high-level conflicts) within the mentor-mentee relationship, namely: (1) personal issues (i.e. incompatibility, personality differences, language); (2) pedagogical issues (i.e. lack of pedagogical and content knowledge, differences in teaching styles); and (3) professional issues. Strategies to resolve these tensions include: maintaining a positive professional relationship, regular feedback as a way to address issues, sharing responsibility and empowerment, and using empathy for specific situations. As a theoretical contribution, this study provides a model around low- and high-level conflict associated with personal, pedagogical and professional (3Ps) issues. The study focused on mentors only and further research is required about the tensions preservice teachers experience with their mentors and ways in which these tensions can be resolved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01