This chapter details research undertaken to investigate the mentoring practices that occur for beginning early childhood teachers through open dialogue on Facebook in Australia. The research explores the perceptions of both early childhood beginning teachers and online mentors regarding the influences and dependencies that they are currently experiencing with this social media platform. This study goes on to find out how the influences and dependencies may be impacting on them in relation to their sense of professional efficacy and identity, how they understand their role as a teacher and how their understanding translates to their work in the ECEC sector in Australia. This chapter therefore outlines the current situation for graduates of early childhood teachers as they begin their careers and face complexities in a sector currently experiencing momentous change and reform, where historically, there has also been a significant lack of effective leadership and mentoring. Facebook mentoring holds considerable impact for many beginning teachers and mentors when they engage in professional dialogue. Some key aspects to consider is that Facebook is a relatively new way of mentoring and that current mentoring training practices or initial teacher education courses may not address this practice to the level that it is currently needed. Two main considerations for policy initiatives therefore are to support mentors in using good mentoring practices when they are engaging as mentors on Facebook. As well as include rigorous course content for pre-service teachers in their initial teacher education programs so that they are able to learn how to filter through dogma and identify good mentoring practices.
|Title of host publication||Policification of Early Childhood Education and Care|
|Subtitle of host publication||Early Childhood Education in the 21st Century Volume III|
|Editors||Susanne Garvis, Sivanes Phillipson|
|Place of Publication||Abingdon UK|
|Number of pages||17|
|Publication status||Published - 2020|