Mentoring of new teachers as a contested practice : Supervision, support and collaborative self-development

Journal article

Kemmis, Stephen, Heikkinen, Hannu L.T., Fransson, Göran, Aspfors, Jessica and Edwards-Groves, Christine. (2014). Mentoring of new teachers as a contested practice : Supervision, support and collaborative self-development. Teaching and Teacher Education. 43, pp. 154-164. https://doi.org/10.1016/j.tate.2014.07.001
AuthorsKemmis, Stephen, Heikkinen, Hannu L.T., Fransson, Göran, Aspfors, Jessica and Edwards-Groves, Christine
Abstract

This article examines contested practices of mentoring of newly qualified teachers within and between Australia (New South Wales), Finland and Sweden. Drawing on empirical evidence from a variety of studies, we demonstrate three archetypes of mentoring: supervision, support and collaborative self-development. Using the theory of practice architectures, we show that (1) these three forms of mentoring represent three different projects: (a) assisting new teachers to pass through probation, (b) traditional mentoring as support, and (c) peer-group mentoring; and (2) these different projects involve and imply quite different practice architectures in the form of different material-economic, social-political and cultural-discursive arrangements.

Keywordsmentoring; professional development; teacher induction; newly qualified teachers; early career teachers; practice theory
Year01 Jan 2014
JournalTeaching and Teacher Education
Journal citation43, pp. 154-164
PublisherElsevier Ltd. (UK)
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2014.07.001
Web address (URL)https://www.sciencedirect.com/science/article/pii/S0742051X14000778?via%3Dihub
Open accessPublished as non-open access
Research or scholarlyResearch
Page range154-164
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online02 Aug 2014
Publication process dates
Accepted04 Jul 2014
Deposited06 Jun 2024
Additional information

© 2014 Elsevier Ltd. All rights reserved

Place of publicationUnited Kingdom
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