Practical learning: achieving excellence in the human services

January 23-25 2008 Edinburgh International Conference Centre

Teachers mentoring teachers: a process of reflection and rejuvenation

Keywords: mentoring, mentoring programs, mentoring capacities

Authors: Doctor Denise Beutel (Queensland University of Technology); Doctor Rebecca Spooner-Lane (Queensland University of Technology)

Teaching is one of the few professions in which newly trained individuals take on immediate and full responsibility and are held accountable in the same way as their more experienced colleagues. Mentoring is viewed as a key strategy to guide and support beginning teachers learning to teach and thus to improve the quality of learning. Many experienced teachers who become mentors to their less experienced colleagues often do so without training, yet mentors are most effective when they receive formal training. The purpose of this paper is to report on the planning, implementation and evaluation of a mentoring program designed to develop mentoring capacities in experienced teachers through engagement in communities of practice. Multiple sources of qualitative data were collected from the participants in the mentoring program and analysed iteratively. The findings of this study may be used to inform the development of future mentoring programs which promote the continued professional development of both mentors and mentees.

The main intended audience for this paper will be those involved in school settings and in teacher education. This paper contributes not only to the development of beginning teachers as practising professionals but also to the continued professional development of experienced educators.

Date: Thursday 24 January 2008, 12.00-12.30

Venue: Ochil Three

Return to list of abstracts

Organised by the Institute for Research and Innovation in Social Services in association with PEPE (Practical Experiences in Professional Education).