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'I Knew that She Was Watching Me': The Professional Benefits of Mentoring

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Title: 'I Knew that She Was Watching Me': The Professional Benefits of Mentoring
Language: English
Authors: Simpson, Tracy, Hastings, Wendy, Hill, Bob
Source: Teachers and Teaching: Theory and Practice. Oct 2007 13(5):481-498.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Descriptors: Foreign Countries, Reflective Teaching, Mentors, Preservice Teacher Education, Teacher Educators, Rural Areas, Teacher Role, Qualitative Research, Case Studies, Teaching (Occupation), Preservice Teachers, One Teacher Schools
Geographic Terms: Australia
DOI: 10.1080/13540600701561695
ISSN: 1354-0602
Abstract: This paper reports the findings of a qualitative case study of the benefits for teachers undertaking the role of mentor/supervisor in pre-service teacher education programmes. The research has a particular focus on school-based teacher educators working in rural and/or isolated communities and uncovers the role of reflection associated with professional experience programmes. The researchers endeavoured to capture the rich tapestry of the variety of settings, both Early Childhood and Primary, in rural New South Wales, Australia. The participants were providing professional support for pre-service teachers with varied levels of experience from first year through to internship. A further complexity was added by including mentors with a wide variation of experience both as mentors and as classroom teachers. Prior research suggests that teachers find the mentoring role to be professionally and personally rewarding. While this study would support such findings, it also identifies new issues associated with rurality and isolation. Given the complexities of the data sources, the findings expose a breadth and depth of outcomes for the participants engaged in reflective practices. The study gives voice to the teachers involved and makes recommendations to the teaching profession on ways that might better serve the needs of teachers in these communities. (Contains 1 table and 2 notes.)
Abstractor: As Provided
Number of References: 36
Entry Date: 2008
Accession Number: EJ816305
Database: ERIC
FullText Text:
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  Data: 'I Knew that She Was Watching Me': The Professional Benefits of Mentoring
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  Data: <searchLink fieldCode="SO" term="%22Teachers+and+Teaching%3A+Theory+and+Practice%22"><i>Teachers and Teaching: Theory and Practice</i></searchLink>. Oct 2007 13(5):481-498.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/13540600701561695
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  Data: This paper reports the findings of a qualitative case study of the benefits for teachers undertaking the role of mentor/supervisor in pre-service teacher education programmes. The research has a particular focus on school-based teacher educators working in rural and/or isolated communities and uncovers the role of reflection associated with professional experience programmes. The researchers endeavoured to capture the rich tapestry of the variety of settings, both Early Childhood and Primary, in rural New South Wales, Australia. The participants were providing professional support for pre-service teachers with varied levels of experience from first year through to internship. A further complexity was added by including mentors with a wide variation of experience both as mentors and as classroom teachers. Prior research suggests that teachers find the mentoring role to be professionally and personally rewarding. While this study would support such findings, it also identifies new issues associated with rurality and isolation. Given the complexities of the data sources, the findings expose a breadth and depth of outcomes for the participants engaged in reflective practices. The study gives voice to the teachers involved and makes recommendations to the teaching profession on ways that might better serve the needs of teachers in these communities. (Contains 1 table and 2 notes.)
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        Value: 10.1080/13540600701561695
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reflective Teaching
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      – SubjectFull: Mentors
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      – SubjectFull: Rural Areas
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Case Studies
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      – SubjectFull: Teaching (Occupation)
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      – SubjectFull: Australia
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            NameFull: Hastings, Wendy
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            NameFull: Hill, Bob
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