Mentoring of new teachers as a contested practice: Supervision,support and collaborative self-development |
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| Institution: | 1. Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University, Australia;2. Finnish Institute for Educational Research, University of Jyväskylä, Finland;3. Faculty of Education and Business Studies, University of Gävle, Sweden;4. Faculty of Professional Studies, University of Nordland, Norway;1. University of the Basque Country (UPV/EHU), Oñati Plaza 3, 20018 San Sebastián, Spain;2. University Studies Abroad Consortium, Plaza Elhuyar 1, 20018 San Sebastián, Spain;1. Department of Educational Studies – Ghent University, Henri Dunantlaan 2, B-9000, Ghent, Belgium;2. Centre for Educational Innovation and the Development of Teacher and School – University of Leuven, Dekenstraat 2, B-3000, Leuven, Belgium;1. Workforce Policy and Coordination, Department of Education, Western Australia, Australia;2. School of Education, University of Notre Dame Australia, Western Australia, Australia;1. Centre for the Study of Choice (CenSoC), University of Technology Sydney (UTS), PO Box 123, Broadway, NSW 2007, Australia;2. Centre for Research in Learning & Change, Faculty of Arts and Social Sciences, University of Technology Sydney, PO Box 123, Broadway, NSW 2007, Australia |
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| Abstract: | This article examines contested practices of mentoring of newly qualified teachers within and between Australia (New South Wales), Finland and Sweden. Drawing on empirical evidence from a variety of studies, we demonstrate three archetypes of mentoring: supervision, support and collaborative self-development. Using the theory of practice architectures, we show that (1) these three forms of mentoring represent three different projects: (a) assisting new teachers to pass through probation, (b) traditional mentoring as support, and (c) peer-group mentoring; and (2) these different projects involve and imply quite different practice architectures in the form of different material-economic, social-political and cultural-discursive arrangements. |
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| Keywords: | Mentoring Professional development Teacher induction Newly qualified teachers Early career teachers Practice theory |
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