From swan to ugly duckling? Mentoring dynamics and preservice teachers’ readiness to teach
Abstract
This study focuses on two preservice teachers who experienced significantly different mentoring relationships in their two placements during a one-year teaching degree in a university in Western Australia. Data were collected through three rounds of semistructured interviews, reflective journals and classroom observations. The findings indicated that mentor teachers' mentoring styles considerably informed the preservice teachers' perceptions of themselves as teachers and facilitated or inhibited their professional development. Implications for practice include teacher education programs invest more time and rigour in selecting and preparing mentors for their crucial role.
Document Type
Journal Article
Date of Publication
2017
Location of the Work
Western Australia
Publisher
Edith Cowan University
School
School of Education
Copyright
free_to_read
Comments
Izadinia, M. (2017). From swan to ugly duckling? Mentoring dynamics and preservice teachers’ readiness to teach. Australian Journal of Teacher Education, 42(7), 5. Available here.