Collaborative Engagement in Teacher Mentoring: Teachers and Researchers in Conversation

• In Event: Mentoring Matters: Learning From Practices and Perspectives

Abstract

At present, the role of teacher mentors poses the intractable problem of high expectations and low preparation. This study exemplifies stakeholders from multiple organizations, including school teachers and university teacher education researchers, working collaboratively to examine teacher mentorship practice. Teacher mentors were engaged in conversation to better understand the ways in which they conceptualize their practice, with two particular areas of focus: (i) the extent to which the mentors are curious about their practice (practitioner inquiry) and (ii) the knowledge that the mentors draw upon and develop while enacting their practice (ongoing knowledge development). The collaborative study of these two qualities forming a professional mentoring practice are valuable contributions to the field of teacher education.

Authors

• Amanda Fritzlan, The University of British Columbia

• Scott David Robertson, The University of British Columbia

• Anthony Clarke, The University of British Columbia