David,
Very many thanks - I hope she finds it of interest.
Peter
________________________________
From: BERA-MENTORING-COACHING on behalf of D J K Leat
Sent: Fri 10/19/2007 10:45 AM
To: [log in to unmask]
Subject: Re: What influences a mentor's practice?
Peter
I have forwarded your email to Rachel - I think that approaches that
really encourage trainee teachers and NQts to work hard at self analysis
is a good basis for professional learning.
Best wishes
David
>-----Original Message-----
>From: BERA-MENTORING-COACHING
>[mailto:[log in to unmask]] On Behalf Of
>Peter Stopp
>Sent: 16 October 2007 11:06
>To: [log in to unmask]
>Subject: Re: What influences a mentor's practice?
>
>That is really interesting. I am currently researching a
>co-coaching approach to tutor mentoring of primary trainees on
>school placements (a draft was circulated previously but I can
>resend,if wanted). This small-scale pilot indicates: a)
>student preference for the approach; b) more oral
>self-reflective activity from the students, and c) a
>suggestion of improved overall attainment by the sample cohort
>on the placement.
>Peter
>________________________________
>
>
>
>
>
>
>
>Dear All
>
>My colleague, Rachel Lofthouse, was until last year Secondary
>PGCE director. Along with secondary colleagues they
>introduced a process whereby the PGCE students filmed
>themselves teaching, backed up by a specific protocol about
>questions generated by both parties. The video was then the
>focus of mentoring. She has researched the impact -
>generally a positive response with mentors reporting a shift
>in approach and thinking. Thhis mirrors the effect that video
>seems to have on coaching, it helps even up power
>relationships as the video provides a (relatively) neutral
>record which PGCEer can interrogate, as well as mentor. She
>presented her results at EARLI this summer.
>
>Best wishes
>
>David Leat
>
>
>________________________________
>
> From: BERA-MENTORING-COACHING
>[mailto:[log in to unmask]] On Behalf Of
>Sarah Fletcher
> Sent: 14 October 2007 11:14
> To: [log in to unmask]
> Subject: Re: What influences a mentor's practice?
>
>
> Dear Rosalind (and All)
>
> I wonder what implications this has for the often
>encountered 'pump prime' model of mentor 'training' offered by
>universities rather than the more gradual (and more expensive)
>process of mentor development that a few PGCE programmes offer?
>
> I would be interested to know a little more about the
>context of your research. I am wondering if the mentors you
>interviewed were working with universities with what could be
>called ' the pump prime model'? I feel one should not expect
>this to have much impact on assisting mentors to develop
>theoretical underpinnings for their practice. In the same way
>research shows that a one off or occasional in-service course
>usually, although not always, has little sustained impact upon
>teachers' practice. It seems to me that in the pump prime
>input model does not allow for learning to engage in any
>meaningful way, leaving the mentors to revert o the way of
>thinking and practice that is familiar based on their own experience.
>
> There is perhaps a parallel here in Calderhead's
>research into novice teachers' thinking that might be useful
>to consider. Under pressure novice teachers revert to their
>own theories of teaching - developed through their own
>experiences of being in school. This phenomenon would almost
>certainly be prevalent where mentoring experienced in teacher
>training course doesn't elicit deep reflection.
>
> If Jack Whitehead (1989) is right - and I think he is -
> practitioners and in our focus, mentors - develop their own
>'living' theories which change and develop - where there is
>reflection that leads practitioners to challenge their assumptions.
>
> Perhaps we should develop further ideas about what
>constitutes 'mentoring' and 'coaching' in ITT? The pump prime
>goal orientated model of 'mentoring' in some PGCE programmes
>is not mentoring at all - it is not holistic and developmental
>but linked to a focus on competences (goals) becomes narrow
>and skills driven.
>
> To return to your research - and thank you so much for
>sharing it with us... I am curious to know if its outcomes
>show us that ITT coaching is not sufficient as a model to
>develop mentors' living theories of mentoring - and so they
>retain their own espoused theories of 'mentoring' which is
>holistically far closer to what they engage in with their
>mentees and they leave aside deliberately or not 'coaching'.
>
> Early ideas here ... that need much more development
>... what do you think?
>
> best wishes,
>
> Sarah
>
> Rosalind Rice <[log in to unmask]> wrote:
>
> re.
> Mentors' ignore espoused theory from whatever
>source and instead rely on their experience, which forms the
>basis for their own theories
>
>
>
>
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