A Taxonomy of Mentor-Teachers' Role in Student-Teachers' Practicum: What Accomplished Mentors Do?

• In Event: Across the Teacher Career Continuum

Abstract

Mentoring is often considered an important aspect of the process of learning to teach. Many studies inquire into the role of mentor-teachers, yet the concept of teacher-mentoring remains contested. One explanation is that the literature mostly deals with theoretically developed conceptions that describe what mentoring should or could be, while only a paucity of studies opt for a field grounded approach in order to explain what teacher-mentoring is. This study aims at this knowledge gap. Based on a field grounded approach it revealed six types of mentoring practices (what mentors do) and seven types of contents of mentoring (toward what ends). Together these practices and contents constitute a taxonomy of mentor-teachers’ role. Practical and theoretical implications are discussed.

Author

• Tal Carmi, Hebrew University of Jerusalem