Mentoring positioning

perspectives of early childhood mentor teachers

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Research on early childhood mentoring has recognised the importance of collegial, productive and high-quality relationships between early childhood mentors and mentees. This research study adopts a cultural–historical approach to understand the different positions taken by mentors when relating with international pre-service teachers (PSTs). The concept of position relates to the place of mentors and mentees in a system of social relationships across different social spaces. Ten mentor teachers were purposefully selected because of their openness to mentoring international PSTs. They participated in two focus group sessions held during a collaborative dialogue event at the university. Data were analysed using a cultural–historical “positioning” framework, which highlighted the complex set of relationships experienced by the mentors and mentees. These relationships were conceptualised as empathetic, supportive of initiatives and collaborative mentoring positioning. The implications of this research indicate the value of collaborative mentoring approaches in which mentors are empathetic to newly-arrived international PSTs.
Original languageEnglish
Number of pages17
JournalAsia-Pacific Journal of Teacher Education
DOIs
Publication statusAccepted/In press - 2019

Keywords

  • mentors
  • international pre-service teachers
  • positioning
  • cultural-historical theory

Cite this

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title = "Mentoring positioning: perspectives of early childhood mentor teachers",
abstract = "Research on early childhood mentoring has recognised the importance of collegial, productive and high-quality relationships between early childhood mentors and mentees. This research study adopts a cultural–historical approach to understand the different positions taken by mentors when relating with international pre-service teachers (PSTs). The concept of position relates to the place of mentors and mentees in a system of social relationships across different social spaces. Ten mentor teachers were purposefully selected because of their openness to mentoring international PSTs. They participated in two focus group sessions held during a collaborative dialogue event at the university. Data were analysed using a cultural–historical “positioning” framework, which highlighted the complex set of relationships experienced by the mentors and mentees. These relationships were conceptualised as empathetic, supportive of initiatives and collaborative mentoring positioning. The implications of this research indicate the value of collaborative mentoring approaches in which mentors are empathetic to newly-arrived international PSTs.",
keywords = "mentors, international pre-service teachers, positioning, cultural-historical theory",
author = "Gloria Qui{\~n}ones and Corine Rivalland and Hilary Monk",
year = "2019",
doi = "10.1080/1359866X.2019.1644610",
language = "English",
journal = "Asia-Pacific Journal of Teacher Education",
issn = "1359-866X",
publisher = "Taylor & Francis",

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TY - JOUR

T1 - Mentoring positioning

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AU - Quiñones, Gloria

AU - Rivalland, Corine

AU - Monk, Hilary

PY - 2019

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N2 - Research on early childhood mentoring has recognised the importance of collegial, productive and high-quality relationships between early childhood mentors and mentees. This research study adopts a cultural–historical approach to understand the different positions taken by mentors when relating with international pre-service teachers (PSTs). The concept of position relates to the place of mentors and mentees in a system of social relationships across different social spaces. Ten mentor teachers were purposefully selected because of their openness to mentoring international PSTs. They participated in two focus group sessions held during a collaborative dialogue event at the university. Data were analysed using a cultural–historical “positioning” framework, which highlighted the complex set of relationships experienced by the mentors and mentees. These relationships were conceptualised as empathetic, supportive of initiatives and collaborative mentoring positioning. The implications of this research indicate the value of collaborative mentoring approaches in which mentors are empathetic to newly-arrived international PSTs.

AB - Research on early childhood mentoring has recognised the importance of collegial, productive and high-quality relationships between early childhood mentors and mentees. This research study adopts a cultural–historical approach to understand the different positions taken by mentors when relating with international pre-service teachers (PSTs). The concept of position relates to the place of mentors and mentees in a system of social relationships across different social spaces. Ten mentor teachers were purposefully selected because of their openness to mentoring international PSTs. They participated in two focus group sessions held during a collaborative dialogue event at the university. Data were analysed using a cultural–historical “positioning” framework, which highlighted the complex set of relationships experienced by the mentors and mentees. These relationships were conceptualised as empathetic, supportive of initiatives and collaborative mentoring positioning. The implications of this research indicate the value of collaborative mentoring approaches in which mentors are empathetic to newly-arrived international PSTs.

KW - mentors

KW - international pre-service teachers

KW - positioning

KW - cultural-historical theory

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