e-journal

Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education

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Purpose – The purpose of this article is to identify and examine root causes of the failure of
school-based mentoring to realize its full potential.
Design/methodology/approach – The article draws on the re-analysis of data from two major
mixed-method empirical studies carried out in England. It focuses on data generated from interviews
with beginner teachers and mentors in both primary and secondary schools.
Findings – The findings point to a failure to create appropriate conditions for effective mentoring in
England at the level of the mentoring relationship, the school, and the national policy context.
Practical implications – Implications of the findings include the need to achieve a greater degree of
informed consensus on the meaning and purposes of mentoring in teacher education, and to ensure
that mentors of beginner teachers are appropriately trained for the role.
Originality/value – The article identifies the practice of judgemental mentoring or “judgementoring”
as an obstacle to school-based mentoring realizing its potential and an impediment to the professional
learning and wellbeing of beginner teachers. It also points to worrying indications that judgementoring
may be becoming, through accrued experiences, the default understanding of mentoring in England.

Keywords Mentoring, Judgementoring, Developmental mentoring, Teacher education,Beginning teacher, Education policy, Teachers, Behaviour

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Ketersediaan

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Informasi Detail

Judul Seri

International Journal of Mentoring and Coaching in Education

No. Panggil

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Penerbit

: Emerald Group., 2013

Deskripsi Fisik

International Journal of Mentoring and Coaching in Education Vol. 2 No. 2, 2013 pp. 89-108

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Asmawati/Syahrial

Versi lain/terkait

Lampiran Berkas

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