Mentoring Practices Used by Teachers
Authors of this article- Tracey Sempowicz and peter Hudson are educational researchers from Queensland University of Technology. Their article mainly focuses on mentoring practices used by teachers to guide classroom management of the mentee. The core concern for teachers who are on preservice, is classroom management together with the management of the student behavior which is one of the factors linked with teachers quitting their profession after the first five years of working. The article uses a mentoring framework that is five-factored to analyze dialogues of mentor mentee concerning practices of classroom management.
It uses sources of multiple data such as preservice teacher reflections, lesson plans, mentor reports and interviews both audio-recorded and video. For effective implementation of mentoring practices to manage classroom of the mentee, the mentee should be presented to some opportunities such as modeling the program of behavior management of the school and communicating pedagogical knowledge concerning employing behavior management. The study shows that mentoring practices have a positive impact on the classroom management of the mentee. This article assists teachers in becoming good classroom managers, and guides those still in their early stages of their careers. Yendol-Hoppey D.
, Dana N. & Delane D. Inquiry-Oriented Mentoring in the Professional Development School: Two Illustrations The other article is written by three educational researchers namely: Diane Yendol-Hoppey from West Virginia University, Nancy Fichtman Dana and Darby Claire Delane from University of Florida. The article brings in the inquiry-oriented mentoring process as an effective and suitable tool for the development of abilities, knowledge and skills of mentors working with prospective teachers in the school of professional development. This process confirms promise as a tool that captures the knowledge of practices that constitute powerful mentoring.
Inquiry-oriented mentoring contributes to the deepening of the foundation of the mentoring knowledge. In inquiry oriented mentoring, mentors describe problems that face the work of teachers who are beginners; gather and analyze data that can help them gain insights into those problems and hence they can continue learning and growing to mentor teachers similar to way they have learnt and grown to mentor teachers in their life are professionals. As mentors employ tenets of the research in their mentoring process as well as making their inquiry transparent to mentees, they model lifelong learning as well as reflect the beginners the way they should work. This article helps mentor teachers in their profession, and with the inquiry, it influences the teacher positively by improving their skill of mentoring in their entire education profession.
