Teacher induction and foothold

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Teacher induction and foothold

professional development with educative mentoring

Iceland Summit, 2019

Elisabeth Halse, VIA Profession and Education

Iceland Summit, 2019, ELHA@VIA.DK 1

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Kirsten Rosholm, assoc. prof.

Elisabeth Halse, assoc. prof.

Lisbeth Lunde Frederiksen, Ph.D., Research coordinator Karen Paaske, Ph.D. Program coordinator

Frede Krøjgaard, assoc. prof.

Dorthe Busk Mølgaard, assoc. prof.

Subject didactics background

Education al psycholog

y

backround General education

backgrou nd

Mentor and mentoring

Education

Consultants Courses

Research

Teacher training

The Research

Team

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Presentation agenda

• Research question

• Research method

• Theoretical framework

• Professional development

• Educative mentoring

• Findings

• Discussion/perspectives

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Main project: Teacher induction and foothold

The aim:

to d esig n an d deve lop a mod el

for i nduc tion

Context sensitive

(Athanases et al, 2008)

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• Iterative processes

• Evaluation of solutions

• Re-designing

• Documentation

• Theoretical generation

• Design framework

• Developing prototype

• Survey

• Focus group interview

• Review of reviews

• Review

1. Problem identification

2. Developing solutions

3. Testing in practice Generalisation

Main project: Teacher induction and foothold

(den Akker et al, 2013; Gynther et al, 2012)

De sig n Ba sed

Re sea rch

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Research question for this presentation - professional development with educative mentoring

Which experiences for NQT can be identified in the mentor- mentee relationship, with special attention to professional

development?

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Professional development - definition

Change in professional attitude, cognitive and emotional

functioning, interpersonal functioning, professional identity, values, ethics, and understanding of professional roles.

(

Rønnestad, 2008)

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Both: observation as a mentoring method

Both: educated mentors, 2-day course

Data from two case schools

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Research in practice – testing and refinement

Documents Mentoring

course Interview Observation

Audio/Video Diary

Professional development

Educative mentoring

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Educative mentoring

(Bradbury, 2010, p. 1051; Feiman-Nemser, 2001, p. 28)

“It helps novices use their own practice as a site for learning as they work together with mentor teachers in co-thinking relationships. Core principles include cultivating a

disposition of inquiry, focusing attention on student

thinking and understanding, and fostering disciplined

talk about problems of practice”

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Sign s of edu cati ve me nto ring , NQ T’s

pro fess iona l dev elop me nt

Bifocal vision

Mentors:

• Clear view of good

teaching

• Recognizes NTQ’s

ideas

• new

learning

That the mentor views:

• NQT in a learning process

• One self as a contributor to NQT’s learning process

Norm for mentoring

• Problematizin g

• Reflection

• Questioning

(Norman & Feiman-Nemser, 2005;

Bradbury, 2010; Achinstein and Barrett, 2004)

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Data analysis

Exemplary data from the two schools

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Setting:

Mentoring session

NQT observation of mentor’s lesson

NQT is describing what she has noticed

NQT 1 Schoo l A

Mentor:

How can you

understand and apply

this?

NQT 1:

…I point out for them (the students), whenever there is

something that I don’t want them to do and then I expect them to remember.

Maybe, you have to remember to turn it into something positive, and not always scold them for doing

things they are not supposed to, …but try to

turn it around, so they might think about it, for

themselves in a different way…

PD

• Change in attitude and role

EM

• Mentor

encourages to reflect

• NQT uses bifocal

perspective

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Setting:

Conversation between mentor and NQT

Evaluation of mentoring program

NQT 2 School A

NQT:

But I feel, it helped a lot. When mentor hasn’t observed, it

may quickly turn into chit chat, but

if the mentor has observed, then

you can really see…okay, specifically what

really happened during the lesson NQT:

Sometimes you need a

more inquiry

based dialog about

the lesson, not just positive or

negative feedback

PD

• Change in professional attitude

• Importance of inquiry into practice

EM

• Observations

are useful

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• NQT 3 Sch ool B

Setting:

Interview with mentor

Mentor:

But I think, if my

colleague is thriving as good as

possible – that must be the general idea, right?

Mentor:

No, we haven’t

talked much about that, to be honest.

No, we have not….

Interviewer:

Yes…do you

sometimes talk about mentee’s theoretical

knowledge, or her veiws on learning and teaching?

EM

• Gives room for thriving

• No room for PD

NQT 3

Sch ool B

NQT 3

Sch ool B

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NQT 3 Sch ool B

Setting:

Mentoring session

Mentee is discussing the use of computer for the next

lesson

Mentee:

I am a little anxious, and maybe I should have introduced it

already…they haven’t tried it before, …. but I hope they (the

computers) will be there on Monday – that’s another side of the matter.

Mentor:

Monday, Monday, Monday…I am

thinking, it could be smart …you know using an older grade to help them get into “matematik-fessor”, fx. my 5.-6.th grade whom I teach math, they are

really good at this program, because we have used it so much…

PD

• NQT interested in inquiry

EM

• Practical solutions

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Findings and Discussion

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Findings

We have seen:

• change in attitude, and in understanding of their professional roles

• mentors who support the NQT inquiry, and mentors who don’t

• mentor and NQT focusing on their here- and-now experiences.

• mentors viewing NQT as being in a

learning process and we see mentors who don’t

• NQT with a focus on student development

What we would like to have seen:

• mentor or NQT use specific

educational terms to discuss their teaching

• mentor or NQT discuss the justification of their teaching

• mentor or NQT connect their

experiences with their knowledge from teacher education

• mentor or NQT connecting to their understanding of teaching and learning

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Discussion - The NQT in mentoring

NQT Interested in inquiry based discussions interested in observation

Interested in students learning and development

not so interested in the disciplined talk?

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Discussion – to become a mentor

2-day mentor course

• Educative mentoring

• Bifocal

perspectives Education in general

counselling

TIME

The educative mentor

requires sustained time to inquire into and develop mentor expertise.

(Langdon & Ward, 2015; Lieberman and Mace, 2009, p. 460).

EDUCATIVE MENTORING

New approach to mentoring.

(Bradbury 2010)

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Discussion

– educative mentoring and school culture

dialectic

Mentoring School culture

(Shockley et al 2013; Wang et al 2008)

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If you are interested in our work

• New article: Skolekultur, lærerstart og fodfæste.

Studier i læreruddannelse og profession, November 2019.

• Current research: Mentor education

• How to find us: www.ucviden.dk

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References

•Achinstein, B., & Barrett, A. (2004). (Re)framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106(4), 716–746. https://doi.org/10.1111/j.1467-9620.2004.00356.x

•Athanases, S. Z., Abrams, J., Jack, G., Johnson, V., Kwock, S., McCurdy, J., Riley, S., Totaro, S. (2008). Curriculum for mentor development:

problems and promise in the work of new teacher induction leaders. Journal of Curriculum Studies, 40(6), 743–770.

https://doi.org/10.1080/00220270701784319

•Bradbury, L. U. (2010). Educative Mentoring : Promoting Reform-Based Science Teaching through mentoring relationships. Journal of Science Teacher Education, 94(6), 1049–1071. https://doi.org/10.1002/sce.20393

•Christensen, O., Gynther, K., & Petersen, T. B. (2012). Design-Based Research – introduktion til en forskningsmetode i udvikling af nye E- læringskoncepter og didaktisk design medieret af digitale teknologier. Tidsskriftet Læring Og Medier (LOM), (9), 1–20.

https://doi.org/10.7146/lom.v5i9.6140

•Feiman-Nemser, S. (2001). Helping Novices Learn to Teach. Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17–30.

•Langdon, F., & Ward, L. (2015). Educative mentoring: a way forward. International Journal of Mentoring and Coaching in Education, 4(4), 240–

254. https://doi.org/10.1108/IJMCE-03-2015-0006

•Lieberman, A., & Mace, D. H. P. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59(3), 226–234.

https://doi.org/10.1177/0022487108317020

•Norman, P. J., & Feiman-Nemser, S. (2005). Mind activity in teaching and mentoring. Teaching and Teacher Education, 21(6), 679–697.

https://doi.org/10.1016/j.tate.2005.05.006

•Rønnestad, M. . (2008). Profesjonell utvikling. In A. Molander & L. I. Terum (Eds.), Profesjonsstudier (pp. 279–292). Oslo: Universitetforlaget.

•Shockley, R., Watlington, E., & Felsher, R. (2013). Out on a Limb: The Efficacy of Teacher Induction in Secondary Schools. NASSP Bulletin, 97(4), 350–377. https://doi.org/http://dx.doi.org/10.1177/0192636513510595

•van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (Eds.). (2006). Educational Design Research. Oxon: Routledge, Taylor &

Francis Group.

•Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of Teacher Induction on Beginning Teachers’ Teaching: A Critical Review of the Literature. Journal of Teacher Education, 59(2), 132–152. https://doi.org/10.1177/0022487107314002