Daly, C;
Milton, E;
(2017)
External Mentoring for new teachers: mentor learning for a change agenda.
International Journal of Mentoring and Coaching in Education
, 6
(3)
pp. 178-195.
10.1108/IJMCE-03-2017-0021.
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Abstract
Purpose – The paper reports on a qualitative study of the learning and development of seventy External Mentors during the first year of their deployment to support early career teachers’ professional learning as part of a national initiative aimed at school improvement in Wales. Design/methodology/approach – The study adopted a narrative methodology that elicited accounts of External Mentors’ learning experiences that were captured as textual data and analysed using an inductive approach to identify: i. the manifest themes that appeared at declarative level, and ii. the latent (sub-textual) themes of External Mentor learning and development. Findings – Four key themes emerged that indicate the complexity of transition to the role of External Mentor in high-stakes contexts. From these, eight theoretically-informed principles were derived which support mentors to embrace uncertainty as essential to their learning and development, and to harness the potential they bring as boundary-crossers to support the development of new teachers. Research limitations/implications – The study investigated the first year of a three-year programme and worked with one form of qualitative data collection. The research results may lack generalizability and a longitudinal study is necessary to further explore the validity of the findings. Practical implications – The eight principles provide a foundation for mentor development programmes that can support ambitious goals for mentoring early career teachers. Originality/value – The study addresses the under-researched area of the learning and development of External Mentors at a national scale.
| Type: | Article |
|---|---|
| Title: | External Mentoring for new teachers: mentor learning for a change agenda |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1108/IJMCE-03-2017-0021 |
| Publisher version: | http://doi.org/10.1108/IJMCE-03-2017-0021 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | communities of practice, Continuing Professional Development, induction programmes, mentoring, mentoring and coaching for secondary contexts in education, mentoring and learning theory, mentoring and education, professional development and mentoring, teacher education. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1560487 |
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