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"First meetings": constructive first encounters between pre-service teachers and their mentors

Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Purpose: The purpose of this paper is to report the findings from an action research project in which the researchers sought to develop a set of questions for use by mentors (experienced teachers) and mentees (pre-service teachers) on a course of initial teacher education (ITE) when they first met – the “initial encounter”. Design Methodology/Approach: The researchers used an action research approach to address the lower retention rate of pre-service teachers from different backgrounds, such as Black, Asian and minority ethnic (BAME), and the issues around mentoring which may exacerbate this problem. Discussions between the course team and participating mentors and mentees suggested that the initial encounter between mentor and mentee was significant, and an action research methodology would allow for developing questions that might structure such encounters. Findings: The researchers found that a useful and effective set of questions could be developed and used by mentors and mentees. Additionally, this process gave researchers insights into the nature of the first encounters between mentors and mentees on an ITE course and how both groups see their roles. In several cycles of action research, the participants produced a number of iterations of such questions, which were refined across a two-year period. Research Limitations/Implications: While it is too early to tell if the issues leading to the lower retention rate of pre-service teachers that prompted the project have been reduced in any significant way, the researchers suggest that thinking about these initial encounters can impact the way a mentor and mentee goes on to build a relationship. Originality/Value: The authors found very little research in the field of teacher education which looks at initial encounters between mentors and mentees and thus make an original contribution to the mentoring literature.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 411-426

Journal (Volume, Issue Number)

International Journal of Mentoring and Coaching in Education (Volume 9, Issue 4)

Publication milestones

  • Accepted/In press - 01/07/2020
  • Published - 30/07/2020

Publication status

Published - 30/07/2020

ISSN

2046-6854

External Publication IDs

  • handle.net: 10547/624138
  • Scopus: 85088790031

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