The Poetic Humanity of Teacher Education: Holistic Mentoring for Beginning Teachers

Autor/inn/en	Goodwin, A. Lin; Lee, Crystal Chen; Pratt, Suzanne
Titel	The Poetic Humanity of Teacher Education: Holistic Mentoring for Beginning Teachers
Quelle	In: Professional Development in Education, 49 (2023) 4, S.707-724 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodwin, A. Lin) ORCID (Lee, Crystal Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1973067
Schlagwörter	Mentors; Beginning Teachers; Beginning Teacher Induction; Holistic Approach; Aesthetics; Moral Values; Faculty Development; Teacher Attitudes; Teacher Collaboration; Urban Schools; Graduate Study; Teacher Education Programs + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Holistischer Ansatz; Ästhetik; Moral value; Ethischer Wert; Lehrerverhalten; Lehrerkooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	This qualitative study explores the holistic approaches that seven mentors use to attend to the well-being of new professionals as they transition into the classroom. We define holistic mentoring as practices that intertwine the professional with the personal, and bring together the aesthetic, intellectual, and moral in supporting beginning teachers. We call these practices the 'poetics of mentoring,' and used them as analytic lenses to theorise mentors' unique approaches to working with mentees. Data included individual semi-structured interviews, a focus group interview, and expressive artefacts that mentors created to illustrate their practice holistically. Our findings revealed how and why mentors reflected aesthetic, intellectual, and moral endeavours in their practice, and how they worked together as a community to share and critically assess one another's aesthetic, intellectual, and moral practices. By examining mentoring as a relational and holistic activity, this study emphasises meaning-making in teaching and learning to teach, making visible the often unnoticed, and rendering the intangible, tangible. In guiding discussions on teacher preparation within international contexts, this study shows that teacher preparation must attend to teacher-students holistically, and that sustaining teachers begins first with caring for teachers' well-being, so they in turn can safeguard the well-being of their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01