Danish University Colleges
Mentoring a key element in teacher induction programs presentation
Frederiksen, Lisbeth Angela Lunde; Andersen, Bente Kjeldbjerg
Publication date:
2017
Link to publication
Citation for pulished version (APA):
Frederiksen, L. A. L., & Andersen, B. K. (2017). Mentoring a key element in teacher induction programs presentation. Paper presented at Nordic Educational Research Association 45th Congress, København, Denmark.
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Mentoring a key
element in teacher induction programs
Lisbeth Lunde Frederiksen. Ph.d. Head of Researchcenter Bente Bro Andersen. Associated Professor
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Bente Bro Andersen. Associated Professor Lisbeth Lunde Frederiksen. Ph.d.
Head of Research Centre VIA Profession and Education Program: Counselling and Mentoring
Project : Teacher induction and foothold
Cooperation between the National Union of Teachers and an advisory board: Different goverment departments and union of
Research Questions
I. What are the documented influence of mentoring as a key element in induction programs sustaining beginning teachers in a lifelong
professional career development?
II. What kind of mentoring elements and which mentoring skills are essential to support beginning teachers
III. How and to what extent are newly qualified teachers in Denmark
supported during the first three years of their professional life through
The research approach
and the presentation today
R eview of review s
1. Contextual matters 2. Mentors knowledge and education
3. Educative mentoring
Formulating hypothesis for a Danish context
Sur vey
Verification or disproval of hypothesis – Findings in a Danish
Mentoring can be a key element in sustaining beginning teachers in a lifelong professional career
development
It depends on 3 conditions:
I
II III
Contextual matters:
Support and structure
Mentorring programs are more likely to be effective when:
• They receive attention and support from administrators and principals
• They are structured and scheduled so that both mentor and mentee can prepare and participate in mentoring during the school day
• The mentor support is in a school culture that is
characterised by a collaborative culture among collegues
Contextual matters:
Support and structure
H1. There is limited systematism in the mentoring and in the programme for newly qualified teachers
H2. Mentoring programmes are often weakly supported and formalised in terms of management and organisation H3. The newly qualified teachers often have to personally take the initiative for mentoring
Contextual conditions:
Structure, Frame settings. - Denmark
In general:
Lack of structures and framesetting for teacher induction but
more attention in schools with mentor arrangement
Teachers with a mentor (38%):
14%: A structured mentor plan
31%: mentor did not or in less degree take initiative for mentoring
The management: Invisible
Contextual conditions:
Structure, Frame settings. - Denmark
Mentor´s education and knowledge
It is crucial that:
The mentor is trained as a mentor / has counselling competences
The mentor has knowledge of subject, the age level and of general methods and approaches to teaching.
Mentor´s knowledge and education
H4: The mentors that are connected to newly qualified teachers often have no professional mentor background H5: The allocation of a mentor is practically reasoned rather than professionally reasoned
*
Mentors knowledge and education
Denmark
17% of the mentors have a kind of education in mentoring or counselling
78% of the mentors have either subject community or team community or both…with the mentee
Mentees with educated mentors assess
*higher quality in support in methods and approaches
*more initiative from the mentor
*more quality in the pedagogical and subject-
Educative mentoring???
Knowledge and Education
Denmark
– Mentees Mentor
educational theory, methods and
approaches
Educative mentoring
Mentoring programmes have a postive significance to teaching quality, classroom management, pupils
learning outcome – IF the mentoring is educative mentoring
Educative mentoring has a bifocal perspective :
- The new teacher´s learning and professional growth
- The pupil´s learning and growth
Educative mentoring
H6. Observation of own teaching is a possibility many places
H7. Newly qualified teachers' mentoring programmes are rarely characterised by educative mentoring
*
Educative Mentoring ?
– 41%
dialogues about subject
– 49% dialogues about educational theory, methods and approaches
– 46% observation
May be indicators for educative mentoring??
BUT:
Given the fact that
– 17% has an educated mentor
– The mentoring programmes are generally not formalised or structured
It indicates that educative mentoring is probably not what happens
A larger percentage of NQT with mentors
Obtained professional support – In their teams
– Among other resource personnel
– From the management
A larger percentage of NQT with mentors
Finds that the school gives collaboration priority
Finds that the school gives knowledge sharing
priority
Conclusion
Schools that give mentoring priority, also have focus on a collaborative school culture or inverted:
Collaborative school culture have the need of
mentors in mind
Conclusion
Mentoring never gets better than the culture, it is a part of Mentoring has a bigger effect on NQTs´ teaching if NQT is a part of a culture characterized by cooperation
”Those in the individualistic school culture reported that the influence of mentors on beginning teaching was limited because the relationships were not supported in the school
culture” (Wang et al., 2008, p. 139).
Conclusion
– If we want professional growth for NQT, the NQT need educative mentoring and not only socialisation into the alredy excisting practice or emergency help and comfort
