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External Mentoring for new teachers: mentor learning for a change agenda

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. Green open access

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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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