Scaffolding Learning or Inhibiting Growth? Experienced Mentors' Perspective on Mentoring "Inside" the Action of Teaching

• In Event: Sheraton Roundtable Session 6
  In Roundtable Session: Challenges and Development in Mentoring Teachers

Abstract

“Educative” mentoring is a developmental, scaffolded approach to fostering new teacher development (e.g. Feiman-Nemser, 1998; 2001). To provide a comprehensive image of and shared language for educative mentoring, Schwille (2008) developed a framework delineating mentoring practices as occurring “inside” and “outside” the action of teaching While “inside/outside” practices are complementary, “inside” occur with less frequency, indicating a potential implementation and impact gap. This study draws from a larger mentoring data set to depict two illustrative cases of experienced mentors who completed the same professional development, yet take differing stances towards the salience of “inside” practices: scaffolding versus inhibiting growth. Recommendations are provided for differentiated professional development to support mentor knowledge, skill and judgment to implement a full compendium of practices.

Authors

• Wendy L. Gardiner, Pacific Lutheran University

• Nina F. Weisling, Cardinal Stritch University