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DOI

10.14221/ajte.2011v36n8.4

Abstract

A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee’s classroom management. Using multiple data sources (e.g., lesson plans, preservice teacher reflections, mentor reports, and video and audio-recorded interviews), this case study uses a five-factor mentoring framework to analyse mentor-mentee dialogues about classroom management practices. Data indicated 30 out of 34 mentoring practices provided input into the mentee’s classroom management; however there was no overt evidence on mentoring aims, curriculum, timetabling or assessment that facilitated the mentee’s development of behaviour management. Specifically, drawing on the system requirement documents, modelling the school’s behaviour management program, articulating pedagogical knowledge about implementing behaviour management, and providing feedback presented the mentee with opportunities for effective implementation.

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Link to publisher version (DOI)

10.14221/ajte.2011v36n8.4