Abstract:
While studies have shown that mentoring is central to the development of new teachers, fewer investigations have examined what mentors learn about themselves, their intentions and mentoring through this role. In a two-year research project, which included a professional development intervention, we address these concerns. Three case studies are used to analyse mentor learning. Specifically, we investigate the purpose and intentions of mentors as they engaged in conversations with their mentees and the actual dialogue that took place. The objective is to gain insight and understanding of mentors as they learn to mentor through constructivist conversations. To provide a framework to think about learning we draw on the interaction of four key components of how people learn. First, the mentors as the learner; second, the curriculum, attitudes and practices required to transfer learning from mentor to mentee; third, assessment to guide further learning; and fourth, the community in which knowledge is constructed and learning to mentor occurs. The relationship between the experienced teacher who becomes a mentor and developing mentoring expertise is addressed. Multiple sources of data were analysed to provide rich descriptions. Data included: transcribed conversations, interviews, field notes and documentation e.g. written reflections and action research cycles. Four questions framed the three case studies: What skills, strengths, interests and preconceptions do teachers bring to learning to mentor? How do knowledge, skills and attitudes acquired, influence mentoring professional conversations and practice? How do mentors assess their on-going learning? How do communities in which mentoring conversations take place influence learning to mentor? Findings indicated that professional growth was evidenced but varied among the three mentors; and a difference existed between the planned goals, actual content of mentors' conversations and practices. While the professional development opportunity appeared to benefit mentors, shifting mentoring to match intentions with practice and to develop mentoring expertise, was by no means simple or assured. The study suggests that to restructure and realise ideas and practices about mentoring takes time. This time is required to embed and assess new knowledge and leaning. To unravel treasured beliefs and not to revert to tried and true practices built over many years is a challenge. The complexity associated with actualising goals and mentor's knowledge and developing adaptive mentoring expertise has implications for future research. Gaining further understanding of how mentors develop expertise is pertinent to policy makers and the educational sector interested in strengthening the quality of teaching and learning.