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The SCoTENS Trilateral Mentoring Project. Fiona Chambers Kathleen Armour Sinead Luttrell Frank Herold Deirdre Brennan Walter Bleakley. School-University Partnerships.
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The SCoTENS Trilateral Mentoring Project Fiona Chambers Kathleen Armour Sinead Luttrell Frank Herold Deirdre Brennan Walter Bleakley
School-University Partnerships Internationally, the development of mentoring in schools in conjunction with university-school partnerships has become a key feature of re-designed teacher education over the last decade (Conway et al., 2009, p.118)
Definition Mentoring involves primarily listening with empathy, sharing experience and learning (usually mutually), professional friendship, developing insight through reflection, being a sounding board, encouraging (Gardiner, 1998, p.77)
Aim To produce a Position Statement on “Effective Physical Education Teacher Education (PETE) Mentoring”
Methods Qualitative approach Three case studies
Ireland University College Cork • 2 University Tutors • 2 female • 5 Mentor teachers • 1 male, 4 female
Northern Ireland University of Ulster, Jordanstown • 2 University Tutors • 1 male, 1 female • 2 Mentor teachers • 1 male, 1 female
England University of Birmingham • 2 University Tutors • 1 male, 1 female • 3 Mentors • 2 male, 1 female
Data Collection • Synchronous • Open profile questionnaires • On-line Seminar • Asynchronous • On-line Discussion Forum
Data Analysis • Constructivist Grounded Theory (Charmaz, 2009) • Making systematic comparisons throughout inquiry • Interacting with data, codes, and categories • Doing analytic writing from the start i.e. memo-writing • Making early links between the empirical world • theoretical ideas and checking them theoretical sampling.
Finding 1 • Within the school-university partnership, the triadic relationship of Mentor-University Tutor-Pre-service PE teacher must be fostered and valued to ensure a robust and coordinated approach to pre-service teacher education.
Finding 2 • The purpose of the mentor-mentee relationship is the engagement in professional sharing which should continue beyond the teaching practice experience.
Finding 3 The Mentor should provide support and guidance to the pre-service PE teacher both professionally and personally.
Finding 4 The Mentor should ensure a safe learning space for the pre-service PE teacher where he/she is free to take risks and explore praxis in a variety of contexts.
Finding 5 Mentors need to be selected on the basis of suitability i.e. disposition and expertise and must be trained to mentor pre-service teachers effectively.
He Wishes For The Cloths Of Heaven Had I the heavens' embroidered cloths, Enwrought with golden and silver light, The blue and the dim and the dark cloths Of night and light and the half-light, I would spread the cloths under your feet: But I, being poor, have only my dreams; I have spread my dreams under your feet; Tread softly because you tread on my dreams. (William Butler Yeats)
