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DOI

10.14221/ajte.2013v38n3.1

Abstract

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and strengths of the practice of teacher mentoring that ensure the effectiveness and smooth implementation of mentoring in Shanghai schools. In terms of the weaknesses, we argue that the success of teacher mentoring in Shanghai is inhibited by a performative culture that emphasises examination scores and an instrumental view of education. Such a culture and view of education in turn limit the extent to which novice teachers can disagree with the experienced teachers in their teaching practice.

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Link to publisher version (DOI)

10.14221/ajte.2013v38n3.1