The SCoTENS Trilateral Mentoring Project
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Transcript of The SCoTENS Trilateral Mentoring Project
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The SCoTENS Trilateral Mentoring Project
Fiona ChambersKathleen Armour
Sinead LuttrellFrank Herold
Deirdre BrennanWalter Bleakley
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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)
School-University Partnerships
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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)
Definition
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To produce a Position Statement on “Effective Physical Education Teacher
Education(PETE) Mentoring”
Aim
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What we found…
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Qualitative approach
Three case studies
Methods
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IrelandUniversity College
Cork
2 University Tutors◦ 2 female
5 Mentor teachers◦ 1 male, 4 female
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Northern Ireland University of Ulster,
Jordanstown
2 University Tutors◦ 1 male, 1 female
2 Mentor teachers◦ 1 male, 1 female
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EnglandUniversity of
Birmingham
2 University Tutors◦ 1 male, 1 female
3 Mentors◦ 2 male, 1 female
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Synchronous◦ Open profile questionnaires◦ On-line Seminar
Asynchronous◦ On-line Discussion Forum
Data Collection
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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.
Data Analysis
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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 1
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The purpose of the mentor-mentee relationship is the engagement in professional sharing which should continue beyond the teaching practice experience.
Finding 2
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The Mentor should provide support and guidance to the pre-service PE teacher both professionally and personally.
Finding 3
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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 4
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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.
Finding 5
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Continuum of Factors that influence Mentor Pedagogy
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Conclusion
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He Wishes For The Cloths Of HeavenHad I the heavens' embroidered cloths,Enwrought with golden and silver light,
The blue and the dim and the dark clothsOf 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)
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Go raibh míle maith agaibh