A Profession within a Profession: Mentoring Ecology of Three New Zealand Primary Schools

Autor/inn/en	Fyall, Glenn; Cowan, Jackie; Buchanan, Grant
Titel	A Profession within a Profession: Mentoring Ecology of Three New Zealand Primary Schools
Quelle	In: New Zealand Journal of Educational Studies, 55 (2020) 1, S.5-27 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fyall, Glenn) ORCID (Cowan, Jackie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-020-00160-6
Schlagwörter	Mentors; Elementary School Teachers; Beginning Teachers; Beginning Teacher Induction; Foreign Countries; Educational Policy; School Administration; Teacher Collaboration; Professional Development; New Zealand + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Ausland; Politics of education; Bildungspolitik; Lehrerkooperation; Neuseeland
Abstract	Employing Bronfenbrenner's (1996) ecological systems theory, this study investigated the ecological nuances of teacher mentoring in three New Zealand primary schools. Specifically, the study explored the mentoring experiences of three beginning teachers and their mentors, within their respective schools, in relation to the national mentoring and induction policy guidelines. The researchers employed a multiple case study design where data were collected through policy documentation and related literature; semi-structured interviews and field notes. Data were analysed thematically and the findings and subsequent discussion reveal that the participant schools struggled to interpret, negotiate and operationalise the national mentoring policy guidelines as they are intended. It is recommended that the participating schools' leadership, who are influenced by the Teaching Council of New Zealand's national mentoring policy documentation and have influence on their schools' mentoring policy and practice, should pay greater attention to the selection, training, support and resourcing of individual mentor teachers. In turn, this may lead to a greater understanding of "educative mentoring" that emphasises collaborative, democratic professional learning interactions through positive, reciprocal learning conversations based on principles of adult learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01