Abstract
Aim: The aim of the paper is to share how we have developed a reflective mentoring framework designed to transform the practice of both mentors and mentees in response to the National Standards for school-based initial teacher training (ITT) mentors (DfE, 2016).
Content: In July 2016, the non-statutory National Standards for school-based initial teacher training (ITT) mentors were published (DfE, 2016). In response to these standards, a working group of school-based mentors and university based tutors (from both primary and Secondary Sectors) at the University of Manchester have been collaborating to develop a ‘Reflective Mentoring Framework’ with the aim of considering the standards from both a theoretical and pragmatic perspective.
Drawing on the work of Hudson (2007), we adopted his five-factor model for mentoring, which included: Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback. In addition to this, we were keen to situate our mentoring framework in a transformative paradigm. Our theoretical framework for this was based on the concept of ‘transformation’. In the first instance, we drew on the ideas of Cochran-Smith and Paris (1995) who noted two approaches to mentoring: knowledge transmission and knowledge transformation. Secondly, we considered Mezirow’s (2009) transformative learning theory, which is defined as a metacognitive epistemology of evidential (instrumental) and dialogical (communicative) reasoning. Drawing on this body of knowledge, we developed a Reflective Framework which we believe has transformative potential for both mentors and mentees alike.
In developing the framework, our aim was to equip mentors with the skills to move from a transmission approach of learning and mentoring towards a transformative approach.
This paper presents initial findings of the project, drawing on quantitative and qualitative data to illustrate the potential of the framework to support, in the first instance, mentor development.
Content: In July 2016, the non-statutory National Standards for school-based initial teacher training (ITT) mentors were published (DfE, 2016). In response to these standards, a working group of school-based mentors and university based tutors (from both primary and Secondary Sectors) at the University of Manchester have been collaborating to develop a ‘Reflective Mentoring Framework’ with the aim of considering the standards from both a theoretical and pragmatic perspective.
Drawing on the work of Hudson (2007), we adopted his five-factor model for mentoring, which included: Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback. In addition to this, we were keen to situate our mentoring framework in a transformative paradigm. Our theoretical framework for this was based on the concept of ‘transformation’. In the first instance, we drew on the ideas of Cochran-Smith and Paris (1995) who noted two approaches to mentoring: knowledge transmission and knowledge transformation. Secondly, we considered Mezirow’s (2009) transformative learning theory, which is defined as a metacognitive epistemology of evidential (instrumental) and dialogical (communicative) reasoning. Drawing on this body of knowledge, we developed a Reflective Framework which we believe has transformative potential for both mentors and mentees alike.
In developing the framework, our aim was to equip mentors with the skills to move from a transmission approach of learning and mentoring towards a transformative approach.
This paper presents initial findings of the project, drawing on quantitative and qualitative data to illustrate the potential of the framework to support, in the first instance, mentor development.
| Original language | English |
|---|---|
| Title of host publication | 9th TEAN Conference |
| Subtitle of host publication | The Ambition of Teacher Education |
| Place of Publication | Birmingham |
| Publisher | Critical Publishing |
| Publication status | Published - 2018 |