[Australia] Exploring Challenges, Motivations, and Directions in Mentoring: Two-Way Perspectives From Australian Mentors and University Advisors

• In Event: International Perspectives on Mentoring in Practicum Settings

Abstract

Objectives or purposes:
This paper explores research conducted in two Australian universities where teacher educators are working with mentor teachers (MTs) and their mentees to develop understanding of what motivates MTs to work with pre-service teachers, what challenges they face, and what new frames and directions are being explored to develop more effective mentoring practices in partnership with university advisers (UAs).

Perspective(s) or theoretical framework
First, the paper draws on findings from the Mentoring Profile Inventory [MPI], where mentor teachers at our respective universities were invited to complete the MPI. The reports generated from this individual work have become a focal point for conversations (Gadamer, 1975) about mentoring practices. The MPI draws individual attention to aspects of practice that are motivating and challenging, and thus, has offered a starting point for collective discussions. In this paper, we briefly review some of the MPI data from our two locations and raise some of the questions that have arisen from our locations. Second the paper explores mentor teachers' views on how Hudson's (2004, 2007) model of mentoring can provide a useful frame for the development of more reflective and successful mentoring that encourages MTs, university advisers and mentees to consider:
- The mentor’s Personal Attributes for facilitating the mentoring process
- Mentoring about the essential education System Requirements
- The mentor’s Pedagogical Knowledge
- The mentor’s Modelling of teaching practices, and
- Quality Feedback provided by the mentor

Methods and data sources
All MTs completed the MPI to reveal their own attitudes and beliefs about mentoring. This data provided initial stimulus for conversations during a two-day workshop on Mentoring (June, 2011) at Monash University. The researcher collected paper records to capture all MTs and UAs written views on their mentoring practices. Follow up interviews explored questions about the workshop, its utility in reframing their thoughts and practices regarding effective mentoring, and how growing self-knowledge of mentoring practices is significant.

Results and/or substantiated conclusions or warrants for arguments/point of view
The Mentor Teachers argued that, to date, there has been little professional discussion, advice and interaction with University Advisors about effective mentoring, and many assumptions and even poorly informed views about mentoring were presented. The paper presentation explores the ways in which the MPI and workshop shifted their views.

Scientific or scholarly significance of the study or work
The research contributes to understanding of how teacher education programs can work more effectively in partnership with schools. Further, it draws together collective expertise of mentor teachers to foster and explore depth of understanding of mentoring practices, and as part of the larger symposium, provides insights into how localized knowledge is developed.

Authors

• Libby Tudball, Monash University

• Wendy S. Nielsen, University of Wollongong

• Steven McLaughlin, Monash University