Session Information
18 SES 04, Effective Professional Learning in Sport and Physical Education
Paper Session
Contribution
Grossman, Hammerness, and McDonald (2009) claimed that mentoring should be a core feature of all professional teacher education because it develops ‘the knowledge, skill and professional identity’ (p.273) of future teachers. In physical education (PE), it is argued that effective mentor training can enhance mentor, PETE student and ultimately, pupil learning (Darling-Hammond 2006a, 2006b; Darling-Hammond and Rothman, 2011). This one-year SCoTENS-funded project built on the findings of an earlier project. Data from three sites UCC (Ireland); UUJ (N. Ireland) and UoB (England) resulted in the development of a ‘Continuum of Factors Influencing Mentor Pedagogies’ (Chambers et al, 2012). The primary aim of this follow up study was to collect data from the same three sites to inform the development of (a) a Charter of Mentor competencies for each phase of the ‘Continuum’ and (b) an associated Mentor Training Plan to help teachers to develop effective mentor pedagogies. The research questions guiding the study were threefold:
1. Drawing on existing research and the findings of the previous SCOTENS-funded scoping study on mentoring, what is known about the characteristics of ‘effective mentor pedagogy’ in work-based learning and what innovative practice has been reported?
2. How do mentors and student teachers view the features of effective mentor pedagogies and the possibilities for new and innovative ways of conceptualising mentoring?
3. What would innovative mentor pedagogies look like and what are the implications for the training of teacher-mentors in physical education teacher education (PETE) and the wider education community?
Method
Expected Outcomes
References
Grossman, P., K. Hammerness, and M. McDonald. 2009. Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice 15: 273_89. Darling-Hammond, L. 2006a. Constructing 21st century teacher education. Journal of Teacher Education 57: 300_14. Darling-Hammond, L. 2006b. Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass. Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury, CA: Sage
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