Developing an Instrument for Effective Teacher Mentor Quality: Factor Analytic Approach

• In Event: Redefining Teacher Mentorship: Fostering Failure Pedagogical Mindsets and Collaborative Learning in Teacher Preparation Programs

Abstract

Supervising teachers as mentors for pre-service teachers (PSTs) is a critical component of initial teacher education. Research has shown the dispositions, knowledge and skills of effective mentors, but no empirical study has been conducted to support the dimensionality of this construct. We extended our theoretical paper and conducted a factor analytic approach to establish an empirically-driven framework for defining this construct. We surveyed 454 PSTs in Australia. Analysis shows that a 7-factor model is the most parsimonious model. Results show that an effective mentor actively collaborates with the university, establishes an effective relationship with PSTs, provides direction and support, uses a progressive mindset, shares resources and experiences, develops a disposition and professional knowledge in mentoring, and facilitates PSTs' learning.

Authors

• Dennis A. Alonzo, University of New South Wales

• Hoa Thi Mai Nguyen, University of New South Wales

• Neville John Ellis, Independent Researcher