Mentoring "Inside" the Action of Teaching: Experienced Mentors' Perspectives and Practices

• In Event: 66.050 - The Complexities of Mentorship: Defining Mentorship in Multiple Contexts and for Multiple Purposes

Abstract

To provide a “shared vision” of effective mentoring, Schwille (2008) developed a temporal framework depicting mentoring practices referred to as “inside” and “outside” the action of teaching. “Inside” mentoring occurs when teachers are working with students, whereas, “outside” occurs before or after instruction. “Inside/outside” practices are complementary, yet a majority of mentoring occurs “outside” the action of teaching, suggesting an underutilized range of practices. This qualitative study examines the “inside” mentoring practices in high-need elementary schools. This study offers insights pertaining to cultural and contextual factors that influence when, why, how, and why mentors do/do not implement “inside” practices. The full paper will offer more nuanced description and interpretation, and provide recommendations.

Authors

• Wendy L. Gardiner, Pacific Lutheran University

• Nina Weisling, Cardinal Stritch University