A Tale of Two Mentors: Contrasting Educative and Traditional Mentoring in the Induction Years

• In Event: Roundtable Session 28
  In Roundtable Session: Mentorship and Mentoring Practices SIG Roundtable

Abstract

Research indicates that mentors can play an important role in novice teacher learning, but not all mentoring is educative. While Feiman-Nemser (2001) and Bradbury (2010) have identified characteristics of educative mentors, more research is needed to demonstrate what educative mentoring looks like in action. This case study contrasts two mentors, one traditional and the other educative, who both teach at an urban elementary charter school. Using self-captured video, interviews, and observations of classrooms and professional development sessions, analyses provide evidence of enactment of both traditional and educative mentoring. Additional analyses highlight the importance of assisted performance (Tharp & Gallimore, 1988) as a key component of educative mentoring. Findings have implications for mentors, professional development, and teacher educators.

Authors

• Julie Bell, Michigan State University

• Randi N. Stanulis, Michigan State University

• Michael Macaluso, Michigan State University