View in EDS

Rethinking the Gradual Release of Responsibility in ITE Mentoring

Saved in:
Bibliographic Details
Title: Rethinking the Gradual Release of Responsibility in ITE Mentoring
Language: English
Authors: Allison Byth (ORCID 0009-0009-6660-1697)
Source: Australian Educational Researcher. 2026 53(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Adult Education
Elementary Education
Descriptors: Preservice Teacher Education, Responsibility, Mentors, Andragogy, Elementary School Teachers, Preservice Teachers, Adult Learning, Scaffolding (Teaching Technique)
DOI: 10.1007/s13384-025-00924-3
ISSN: 0311-6999
2210-5328
Abstract: Consistent, high-quality mentoring is essential in initial teacher education (ITE), as mentoring effectiveness significantly influences preservice teachers' learning during classroom professional experience. Yet, ITE mentoring practices are often informal rather than structured or reflective. This qualitative case study, conducted within a government-funded university-school partnership in Victoria, Australia, investigates a targeted intervention aimed at enhancing mentoring. It explores how primary school teachers applied the familiar Gradual Release of Responsibility (GRR) framework to mentor second-year preservice teachers. Data from interviews and focus groups affirm that the GRR framework provides mentors with a structured, systematic, but somewhat linear approach to mentoring. By adopting a mentoring-as-andragogy paradigm, the study provides new insights into how adult learning theory can support mentor development and improve practice. The findings contribute to a deeper understanding of how effective mentoring structures can bridge informal practices with more deliberate, theoretical approaches.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502320
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1502320
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Rethinking the Gradual Release of Responsibility in ITE Mentoring
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Allison+Byth%22">Allison Byth</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0009-6660-1697">0009-0009-6660-1697</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2026 53(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Andragogy%22">Andragogy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s13384-025-00924-3
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0311-6999<br />2210-5328
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Consistent, high-quality mentoring is essential in initial teacher education (ITE), as mentoring effectiveness significantly influences preservice teachers' learning during classroom professional experience. Yet, ITE mentoring practices are often informal rather than structured or reflective. This qualitative case study, conducted within a government-funded university-school partnership in Victoria, Australia, investigates a targeted intervention aimed at enhancing mentoring. It explores how primary school teachers applied the familiar Gradual Release of Responsibility (GRR) framework to mentor second-year preservice teachers. Data from interviews and focus groups affirm that the GRR framework provides mentors with a structured, systematic, but somewhat linear approach to mentoring. By adopting a mentoring-as-andragogy paradigm, the study provides new insights into how adult learning theory can support mentor development and improve practice. The findings contribute to a deeper understanding of how effective mentoring structures can bridge informal practices with more deliberate, theoretical approaches.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1502320
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502320
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s13384-025-00924-3
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Responsibility
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Andragogy
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
    Titles:
      – TitleFull: Rethinking the Gradual Release of Responsibility in ITE Mentoring
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Allison Byth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0311-6999
            – Type: issn-electronic
              Value: 2210-5328
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Australian Educational Researcher
              Type: main
ResultId 1