Researching mentoring, developing researchers: a parallel approach to research and development in teacher education
Conference paper
Vincent, K. and Webb, P. 2018. Researching mentoring, developing researchers: a parallel approach to research and development in teacher education.
| Authors | Vincent, K. and Webb, P. |
|---|---|
| Type | Conference paper |
| Contributors | Cogger, A., Durrant, J., Rowland, G. and King, H. |
| Description | This paper takes an interpretive approach in examining how institutional support has facilitated newer teacher educators’ professional learning as researchers whilst undertaking a research project about mentoring in teacher education. The research project took place within a faculty of education in England and asked; what supports mentors’ professional development? Acknowledging that mentoring is a social practice and can be seen as ‘doings, sayings and relatings’ (Kemmis et al, 2014), the team adopted a thematic approach to the analysis of data (Strauss and Corbin, 2009) and discovered that what supports the professional learning of mentors also supported their own professional learning: These include knowledge of one’s own educational aims and principles, support and resourcing, taking advantage of diverse opportunities, opportunities to practice and understand how to undertake research and developing strong relationships and reflecting on these in order to develop pedagogically excellent practice. This paper demonstrates that including novice teacher educator researchers in faculty projects builds capacity and expertise and can help to improve and maintain quality within the challenging context of English teacher education. |
| Keywords | Teacher education; mentoring; developing researchers; professional learning |
| Year | 2018 |
| Conference | 2017 ATEE Annual Conference - Changing Perspectives and Approaches in Contemporary Teaching |
| Funder | Faculty of Education Canterbury Christ Church University |
| References | Butler, B. M. and Cuenca, A. (2012) Conceptualizing the Roles of Mentor Teachers During Student Teaching. Action in Teacher Education, Vol. 34 pp296-308 Czerniawski, G., Guberman A. and MacPhail, A. (2017) The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis, European Journal of Teacher Education, 40(1) pp127-140, Dfe, 2010 The Importance of Teaching. Accessed at https://www.gov.uk/government/uploads/system/uploads/attachment_data... accessed on 8.3.17 DfE, 2011 Training the next generation of outstanding teachers. Accessed at https://www.gov.uk/government/uploads/system/uploads/attachment_data... accessed on 8.3.17 Ellis, V., McNicholl, J., Pendry, A. (2012) Institutional conceptualisations of teacher education as academic work in England. Teaching and Teacher Education 28, pp685-693 Griffiths, V., Thompson, S. and Hryniewicz, L. (2014) Landmarks in the Professional and Academic Development of Mid-Career Teacher Educators. European Journal of Teacher Education 37 (1) pp74-90 Kemmis, s. Heikkinen, H. L. T., Fransson, G., Aspfors, J. Edwards-Groves, C. (2014) Mentoring of new teachers as contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education 43, pp154-164 Kuzmik, J.J. (2002) Research as a way of knowing and seeing: advocacy for the other in, Loughran, J. and Russell, T. (2002) Improving Teacher Education Practices Through Self-study. London: Routledge Falmer. Lunenberg, M., Murray, J., Smith, K and Vanderlinde, R. (2017) Collaborative teacher educator professional development in Europe: different voices, one goal. Professional Development in Education, 43(4) pp556-572 Moon, B., Butcher, J., Bird, E (2000) Leading Professional Development in Education. London: Routledge Falmer. Smith, K (2017) Learning from the past to shape the future. European Journal of Teacher Education 40 (5) pp630-646 Tack, H and Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators researcherly disposition. British Journal of Educational Studies. 62(3) pp297-315 Tack, H., Valcke, M. Rots, I., Struyven, K. and Vanderlinde, R. (2018) Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development. European Journal of Teacher Education. 41,1 pp86-104 Vanassche, E., and Kelchetermans, G. (2016) Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development. Professional Development in Education, 42, 1, 100-122 Wilson, V. Jordan-Daus, K and Vincent, K. (2014) Through the Looking Glass: Three perspectives on establishing a self-study group. Proceedings of the tenth international conference on self-study of teacher education practices. Herstmonceaux, England August, 2010. Accessed at: https://www.dropbox.com/s/bb1gqvxrw3gerpv/Castle10Int_Proceedings201... Accessed on 8.1.18 Wood, D., and Borg, T. (2010) The rocky road: the journey from classroom teacher to teacher educator, Studying Teacher Education, 6, 1 pp.17–28. |
| Publication process dates | |
| Deposited | 27 Apr 2018 |
| Accepted | 05 Apr 2018 |
| Output status | Published |
| Accepted author manuscript |
https://repository.canterbury.ac.uk/item/88qqq/researching-mentoring-developing-researchers-a-parallel-approach-to-research-and-development-in-teacher-education
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