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Mentoring as a Form of Professional Development: Beliefs & Practices…
Mentoring as a Form of Professional Development: Beliefs & Practices
NQTs
Often: struggle/ overwhelmed/ emotional rollercoaster
Experience depends on school circulstances
Systematic Induction
Mentoring
School-based induction
NQT guided by a experienced & knowledgeable teacher
Vital for teacher quality
Widely endorsed
Inadequate
need to sustain high quality teaching
First years of teaching are the most challenging
Mentors & Mentoring
History of the term
Poem: The Odyssey
Defn
No universal defination
contested practice
Form of professional development
Provide professional, personal and pedagogical support
Major push globally- influenced by high perform countries in equcation
An Irish Context
Regulatory body: Teaching Council
Driochead
National Pilot 2002
Rolled out: 2017/8
3day course for mentors
Similar to the UK... model
Whole school approach promoted
Professional Development
Continuum of professional development
ITE programmes
NQTs
CPD
Mandatory CPD
New Zeland
Singapore
Providors
PDST
Cosan
Beliefs
Beliefs influence practices
School context
Personal beliefs
Judgementoring
Harmful to the NQT
May result in teacher attrition
Developmental
Constructionist Style
Mentor education on beliefs
challenges and modifies beliefs
Practices
The role of the mentor
Practices
Inside/ informal
observation/ reflective practice/ co teaching
Outside/ formal
Discussing, co planning etc
Benefits the of mentoring
To the mentee
Support / guidance/ collaboration/ advice/ socialisation/ ...
To the mentor
Collaboration/ reflective practice/ contributes to leadership capacity/ professional competency
Professional & personal benifits
Also benefits the school and community
Challenges
Personality clash
Conflict
Beliefs