A Comparative Study of Barriers to Mentoring Student and New Teachers

Autor/inn/en	Aderibigbe, Semiyu Adejare; Holland, Eimear; Marusic, Iris; Shanks, Rachel
Titel	A Comparative Study of Barriers to Mentoring Student and New Teachers
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 30 (2022) 3, S.355-376 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2022.2070995
Schlagwörter	Barriers; Mentors; Beginning Teachers; Cross Cultural Studies; Foreign Countries; Faculty Development; Interpersonal Relationship; Power Structure; Feedback (Response); Case Studies; Beginning Teacher Induction; Cooperating Teachers; Experienced Teachers; Teacher Attitudes; Licensing Examinations (Professions); Student Placement; Student Teachers; Teacher Education Programs; Elementary Secondary Education; Croatia; Ireland; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Cultural comparison; Kulturvergleich; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerpraktikum; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kroatien; Irland
Abstract	Mentoring is widely believed to be beneficial to mentors and mentees in the teacher education context. However, mentoring as a tool for strengthening professional knowledge is not without barriers hindering its effectiveness. This paper explores common barriers in mentoring, drawing on studies conducted in Croatia, Ireland, and Scotland which have been re-analyzed for this paper. The two studies conducted in Scotland used a mixed-methods approach, the Croatian study was conducted using a quantitative approach, while the Irish research employed a qualitative strategy. Data from the four published studies were re-analyzed and integrated using a qualitative thematic approach with three groups of themes emerging as the most common barriers to mentoring in teacher education. These groups of themes are: interests, values and motives; power, status and position; and information and communication. The study explores these themes and concludes with the implications for stakeholders, including school management, universities, and student teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01