Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26552
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Understandings of Mentoring within Initial Teacher Education School Placement Contexts: a Scottish perspective (Forthcoming/Available Online)
Author(s): Mackie, Lorele
Contact Email: lorele.mackie@stir.ac.uk
Keywords: Mentoring
Initial Teacher Education
mentor education
mentee education
Issue Date: 15-Nov-2017
Citation: Mackie L (2017) Understandings of Mentoring within Initial Teacher Education School Placement Contexts: a Scottish perspective (Forthcoming/Available Online), Professional Development in Education. https://doi.org/10.1080/19415257.2017.1398179.
Abstract: Within the context of Scottish Initial Teacher Education, this qualitative study critically addresses mentor and mentee understandings of mentoring primary education student teachers. It introduces a Scottish perspective to the international body of literature on student teacher mentoring, and contributes new understandings of mentoring by addressing the role of mentees as well as those of the mentor. An instrumental, collective case study research design was employed with semi-structured interviews of six class teacher mentors and their student teachers conducted to ascertain understandings of the mentoring process. Findings indicate that participants understood mentoring as a multidimensional process designed to support the professional learning of student teachers. The key mentoring relationship is between class teacher mentor and mentee, and essential in developing mentee teaching capacity. Analysis of responses suggests an understanding of mentoring as involving both personal and professional dimensions. The data reveals the complex nature of the mentoring process in terms of the multitude of potential interpretations of these two dimensions and of the ways in which they overlap. It is recommended that all teacher education programmes and associated placement schools consider the provision of effective mentor and mentee education to improve the quality and consistency of mentoring for student teachers.
DOI Link: 10.1080/19415257.2017.1398179
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Professional Development in Education on 15 Nov 2017, available online: http://www.tandfonline.com/10.1080/19415257.2017.1398179

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