Mentoring in Teacher Education: A Critical Review of the Literature From 1986 to 2016

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

Abstract

This study is a critical review of the literature on mentoring in teacher education from 1986 to 2016, in relation to different worldviews and theoretical frameworks and, the affordances for mentor autonomy and agency. A critical analysis aims to ask pertinent questions, seek limitations and raise important issues. ERIC databases were searched, inclusion/exclusion criteria were indicated and steps taken were recorded and reported. Preliminary findings appear to indicate the literature divides between: effectiveness, humanistic and critical studies with the majority of studies concerned with change at the level of the individual. This finding has widespread implications not only for mentoring in teacher education, but for the educative role of mentoring for social and political change in a turbulent global world.

Author

• Geraldine Mooney Simmie, University of Limerick