Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27089
Appears in Collections:Faculty of Social Sciences eTheses
Title: The Construction and (Re)Construction of Mentoring Relations, Conversations, Observations and Cameras
Author(s): Craig, Linda
Supervisor(s): I'Anson, John
Edwards, Richard
Keywords: Mentoring
Appreciative Inquiry
Digital Cameras
Constructionism
Education
Issue Date: Feb-2017
Publisher: University of Stirling
Abstract: The purpose of this study is to better understand mentoring as a relational process. Employing a constructionist form of Action Research called ‘Appreciative Inquiry’ (AI), twelve teachers, six pairs of Mentors and Newly Qualified Teachers explored through their joint actions with a digital camera, alternative forms of ‘observation’ and ‘feedback’ practices. The study took a fresh theoretical approach to mentoring, enabling the teachers to focus on the ‘positive’ aspects of their mentoring experiences. This approach provided constructionist tools with which to analyse the teachers’ experiences. These included ‘joint action’ (Shotter, 1993); the application of ‘in-vivo’ and ‘values’ coding (Saldana, 2009) and a form of discourse analysis known as ‘Interpretative Repertoires’ (Wetherell and Potter, 1988). Emerging themes showed how the teachers developed an understanding of how they co-constructed their observation and feedback practices; developed their teaching identities; and how filming enabled them to see how their practices connected or disconnected them to children’s learning; resources; the environment; and to the wider school and beyond. Findings show how co-constructed learning with a digital camera can support the professional development of both Mentors and Newly Qualified Teachers as part of the induction process, through everyday local mentoring practices. It also shows how mentoring practices can be more effectively aligned with the GTCS (2012) Standards. This small co-study addresses issues raised in key ‘policy’ texts shaping mentoring practices in Scottish education. For these continue to highlight the need for coherence in the language of ‘mentoring’; how ‘feedback’ might be more productive in supporting Newly Qualified Teachers; how training for Mentors is required and how pedagogical skills might be enhanced through the Mentoring Process (Evaluation of Teaching Scotland’s Future, Scottish Government, March 2016).
Type: Thesis or Dissertation
URI: http://hdl.handle.net/1893/27089

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