[New Zealand] Supervisor or Mentor: Does Changing the Title and Providing Professional Development Impact on the Practices of Those Working With Preservice Teachers on Practicum?

• In Event: International Perspectives on Mentoring in Practicum Settings

Abstract

Objectives
This paper reports on a project which seeks to improve the practicum experiences of pre-service teachers by providing support in the form of professional development for the teachers who act as supervising teachers or mentors. The long-term goal of the project is to enhance the quality of beginning teachers by providing high quality opportunities to learn to teach while on practicum.

Perspectives
The importance of practicum as a site for learning to teach is well referenced in the literature on teacher education (Wilson, Floden, and Ferrini-Mundy, (2001). So too is the need for professional preparation for those who undertake to work in a supervisory role with pre-service teachers (Clarke, 1997; 2007; Beck & Kosnik, 2000; Wang, 2001; Yusko & Feiman-Nemser, 2008). However, in spite of the widespread agreement of the desirability of professional preparation for mentor teachers, this remains remarkably difficult to achieve.

Methods
The practicum project reported on emerged from a process of consultation between one university provider and a group of secondary school principals. The research study accompanying the project is essentially a qualitative one involving individual and cross-case study. The process of inductive analysis and coding helped develop insights into the practices of the supervising/mentor teachers (Patton, 2002).

Data sources
Semi-structured interviews, focus group interviews, and questionnaires are the major sources of data. Mentors completed questionnaires [n= 81] providing feedback on their perceptions of the usefulness of the professional development program. Questionnaires completed by pre-service teachers [n= 172] provide insight into the extent to which mentors implemented practices learned during the professional development sessions. Five focus group interviews with mentor teachers provided further data on their practices and on the challenges perceived in working with their pre-service colleagues.

Results
Initial results suggest that changing the title of the role, providing a program of professional learning, and investing recognition and some financial remuneration in the role of supervising/mentor teacher can have a positive impact on the way in which a number of teachers approach their work with pre-service colleagues. However, as other studies have demonstrated (Beck & Kosnik, 2000; Clarke, 2007), achieving total commitment to professional learning, even amongst those who work willingly with pre-service teachers, is a major challenge for a provider seeking to support school-based colleagues in this vital work.

Significance
The study confirms that preparation for mentoring pre-service teachers is perceived to be valuable by all involved in the process; the supervising/mentor teachers, those responsible for their work within their school, the pre-service teachers undertaking practicum within their classrooms, and the visiting lecturers from the university in which the pre-service teachers are enrolled. Closer examination of the views of those of a small group who opted not to continue as supervising/mentor teachers at the end of the first year of the project, provides insights into aspects of mentoring pre-service teachers that undermined the commitment of these teachers.

Author

• Ngaire Esther Hoben, University of Auckland