Mentoring as a Professional Practice: Inquiry, Sense-Making, and Collaboration

• Anthony Clarke ^[1] ; Amanda Fritzlan ^[1] ; Scott D. Robertson ^[1]
  1. [1] University of British Columbia

     University of British Columbia

     Canadá

     
• Localización: Teacher Induction and Mentoring: Supporting Beginning Teachers / Juan José Mena Marcos (ed. lit.), Anthony Clarke (ed. lit.), 2021, ISBN 978-3-030-79833-8, págs. 197-220
• Idioma: inglés
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• Resumen

  • At present, the role of teacher mentors poses the intractable problem of high expectations and low preparation in practicum settings. This study uses in-depth interviews to better understand the ways in which we might conceptualize mentoring as a professional practice as one possibility to address this problem. Two areas of focus are of particular interest in this context: the extent to which the mentors are curious about their practice (practitioner inquiry), and the knowledge that the mentors draw upon and develop while enacting their practice (a knowledge base). We argue that these two dimensions delineate four realities of mentoring depicted here as four points of a ‘mentoring kite.’ Emergent themes from this study were instructive in (1) refining the kite; and (2) demonstrating the importance of inquiry, sense-making, and collaboration as central to mentoring as a professional practice.