Mental Models of Teaching and Learning of Mentors of Teacher Educators' Professional Development

• In Event: Meaningful Mentoring Practices: Preservice Teachers and Mentors

Abstract

This study emphasized the place of perceptions and beliefs on the mental models (MMs) of learning of teacher educators (TEs) who served as mentors for other TEs (mentees), studying in professional development programs. It aimed to reveal the MMs of the mentors that described the learning of their colleagues, mentees, enrolled in professional development programs based on qualitative phenomenological study. Data were collected through semi-structured recorded interviews with 9 TEs mentors who enabled them to tell the story of their professional identity. The interpretive data analysis was conducted using categorical content analysis. The results revealed three unique MMs: a) the expert; b) the collaborative; c) the contextual. Theoretical and practical contributions for faculty members of colleges of education were presented.

Authors

• Miriam Mevorach, Talpiot Academic College

• Mordechai Miron, Tel Aviv University

• Rivka Reichenberg, Beit Berl Academic College