Mentoring Factors and Processes as Predictors of Mentor Teachers´ Professional Development: A Large-Scale Survey Study

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  In Roundtable Session: Cultivating Mentorship: Insights From Diverse Landscapes and Practices (Table 36)

Abstract

The purpose of this study is to analyze the relationship between mentor teachers´ perceptions of mentorship factors and processes, and their professional development through mentoring. Based on the conceptual elements of activity theory, variables related literature offered and findings of our exploratory interviews, we developed a questionnaire and collected data from 619 mentor teachers representing nationwide locations and institutions in Sweden. The data analysis revealed that mentor teachers´ professional development is related particularly to their reasons to start mentoring, positive attitudes toward mentoring, and usefulness of mentoring tools and materials. Their interaction with university teachers and mentorship training are also critical sources for professional growth. The results offer implications for elaborating on activity theory in exploring mentor teachers´ professional development.

Authors

• Ali Yildirim, University of Gothenburg

• Irma Brkovic, University of Gothenburg

• Sally Windsor, Gothenburg University

• Ilona Rinne, University of Gothenburg

• Anna Maria Hipkiss, University of Gothenburg