Professional Mentoring for Early Childhood and Primary School Practice (Springer Texts in Education)

Informed by current theory and practice, this book adapts a practical approach to mentoring that is grounded in real life experiences. Written in an accessible style, it explores the key concepts, characteristics and considerations of mentoring and mentoring relationships in early childhood and primary education contexts. With a focus upon mentoring as it applies to practicum during initial teacher education, as well as teacher induction, different models and approaches to mentoring, including dyads, triads, peer mentoring, critical friends and communities of practice (CoP) are introduced and evaluated. Engaging with theory, practical scenarios, key learning and reflection points throughout, the book invites the reader to reflect on the mentoring process from different perspectives to build the critical skills required by mentors and mentees alike, to create or enhance a culture of mentoring within their organisation. Written from the perspective of both mentors and mentees, the book is a valuable resource for those in the Further and Higher education sectors, as well as early childhood and school-based mentors. It is relevant to experienced mentors, who may wish to affirm their existing approach to mentoring, or want to explore, discover and embrace new and improved ways of working with a mentee. This book is also essential reading for anyone interested in mentoring, providing a wealth of information, insights and effective strategies for those who may be thinking of undertaking a mentoring role. Contents Acronyms List of Figures List of Tables 1 Introduction 1.1 Importance of Practicum 1.2 The Book 1.3 Who Is This Book for? References 2 What Is Mentoring and Who Mentors? 2.1 Introduction 2.2 Origins of Mentoring 2.3 The Concept of Mentoring 2.4 Mentoring—A Multi-dimensional Construct 2.5 Mentoring as a Relationship 2.6 Mentoring as a Process 2.7 Dialogic Mentoring 2.8 Who Mentors, and What Is Their Role? 2.9 Role of the Mentor 2.10 Who Is the Mentee, and What Is Their Role? 2.11 Role of the Mentee 2.12 Five Factors of Effective Mentoring 2.13 Chapter Summary Points References 3 Mentoring and Coaching 3.1 Introduction 3.2 Coaching and Mentoring: The Same or Different? 3.3 Comparing Coaching and Mentoring 3.4 Features of Coaching 3.5 Supervisory Coaching 3.6 Content Focused Coaching 3.7 The Process of Agreeing a Shared Lesson Plan Using CFC 3.8 Chapter Summary Points References 4 Characteristics of a Mentor 4.1 Understanding Adult Learning 4.2 Interpersonal Skills 4.3 Mentoring Competence 4.4 Mentor Abilities 4.5 Emotional Intelligence 4.6 Applying Emotional Intelligence to Mentoring 4.7 Emotionally Intelligent Mentoring 4.8 Chapter Summary Points References 5 The Mentoring Process: The First Mentoring Meeting 5.1 Mentoring in the Pre-service Career Context 5.2 Phases of the Mentoring Process 5.3 The First Mentoring Meeting 5.4 Practice Scenario 3: First Mentoring Meeting 5.5 Things to Consider When Planning the First Mentoring Meeting 5.6 What Are S.M.A.R.T Goals? 5.7 Factors that Support Effective Communication 5.8 Active Listening 5.9 Rate Your Listening Skills 5.10 Chapter Summary Points References 6 Moving Beyond the First Meeting. Approaches to Mentoring 6.1 The Learning Zone Model 6.2 Facilitating Growth 6.3 Approaches to Mentoring 6.4 Formal Mentoring During Initial Teacher Education 6.5 Triadic Model of Mentoring 6.6 How Triadic Mentoring Works 6.7 Informal Mentoring 6.8 Educative Mentoring 6.9 Inside and Outside Mentoring 6.10 Images of Mentoring 6.11 Stepping in and Stepping Out 6.12 Teaching Together 6.13 Demonstration Teaching 6.14 Mentoring on the Move 6.15 Mentoring and Debriefing Sessions 6.16 Co-Planning 6.17 Peer Mentoring 6.18 Communities of Practice 6.19 Chapter Summary Points References 7 Critical Role of Feedback in the Mentoring Process 7.1 Clarifying the Concept of ‘Feedback’ 7.2 Critical Role of Mentor Feedback 7.3 Contextual Considerations for Mentor Feedback 7.4 Crafting Mentor Approaches to Feedback 7.5 What Does Feedback Look Like, and How and When, Should It Be Delivered? 7.6 Creating the Conditions for Providing Feedback 7.7 Choosing a Model of Feedback 7.8 Contemplating Approaches/Strategies to Feedback 7.8.1 Medal and Mission 7.8.2 The Feedback Sandwich 7.8.3 Chronological Fashion Feedback: De-constructing the Task 7.8.4 The Pendleton Model 7.9 Chapter Summary Points References 8 The Mentor’s Role in Nurturing Reflective Practice 8.1 Models of Reflection 8.2 Schön’s Model of Reflective Practice 8.3 Rolfe, Freshwater, & Jasper ‘What’ Model (2001) 8.4 Kolb’s Reflective Cycle 8.5 Gibbs Reflective Cycle 8.6 The Rs of Reflection 8.7 Using the 5Rs to Maximise Mentoring Feedback 8.8 Mirror, Mirror on the Wall: The Self-Reflective Mentor! 8.8.1 Things to Consider 8.9 How Often and How Much Reflection? 8.10 Power Relations in Mentor Feedback and Reflective Practice 8.11 Chapter Summary Points References 9 Optimal Conditions for Mentoring 9.1 Reviewing the Benefits of Mentoring 9.2 Supportive Mentoring Framework 9.3 Organisational Commitment to Mentoring 9.3.1 Supporting a Mentoring Culture: Self-Evaluation Questions for Universities/Colleges 9.3.2 Supporting a Mentoring Culture: Self-Evaluation Questions for Primary Schools/Early Childhood Settings 9.4 Organisational Ethos 9.5 Physical Resources for Mentoring 9.6 Time 9.7 Mentor Preparation 9.7.1 Mentor Training Checklist 9.8 Characteristics of Effective Mentoring-Training 9.9 Mentee Willingness to Engage in the Mentoring Process 9.10 Overcoming Impediments to Mentoring 9.11 Chapter Summary Points References 10 Ethical Mentoring 10.1 What is Ethical Mentoring? 10.2 Power Imbalance in the Mentor–mentee Relationship 10.3 Power-Differential Beyond Initial Teacher Education 10.4 Mentor Availability and Competence as Ethical Considerations 10.5 Confidentiality as an Ethical Consideration 10.6 Chapter Summary Points References 11 Concluding Chapter 11.1 What? What Key Concepts Were Addressed? 11.1.1 The What of Terminology 11.1.2 The What of Mentoring 11.1.3 The What of the Complexity of Mentoring 11.1.4 The What of Universal Design for Learning in Relation to Mentoring 11.1.5 The What of Mentoring Models 11.1.6 The What of the Ethics of Mentoring 11.1.7 The What of Reflection 11.1.8 The What of Optimal Conditions for Mentoring 11.2 So What? 11.3 Now What? References