Mentoring “Inside” and “Outside” the Action of Teaching: A Professional Framework for Mentoring

• In Event: Roundtable Session 3
  In Roundtable Session: Position and Perspectives of Mentors and Teacher Educators

Abstract

Employing Schwille’s (2008) framework of mentoring practices that occur “inside” and “outside” the action of teaching, this study investigated the range of practices mentors employed, new teachers' perceptions of the practices, and if the practices contributed to professional learning. The study took place in two high poverty urban elementary schools and participants included six new teachers and two induction mentors. Data sources included 24 individual interviews, 30 observations, and document review. Results indicate that while a range of mentoring practices were employed, new teachers most valued “outside” practices that provided time to reflect upon and analyze their teaching. The limited use of “inside” practices suggests a potentially underutilized range of coaching strategies. Recommendations for mentoring programs are provided.

Author

• Wendy L. Gardiner, National Louis University