Experiences of Mentor Teachers in Supporting Pre-Service Teachers' Professional Growth and Development Using Conversation and Professional Standards
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| Title: | Experiences of Mentor Teachers in Supporting Pre-Service Teachers' Professional Growth and Development Using Conversation and Professional Standards |
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| Language: | English |
| Authors: | Ondine Bradbury (ORCID |
| Source: | Educational Process: International Journal. Article e2025005 2025 14. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Mentors, Preservice Teachers, Faculty Development, Rural Schools, Visual Aids, Cognitive Processes, Student Motivation, Affective Behavior |
| Geographic Terms: | Australia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Positioned within the Australian context, this study explores the experiences of mentor teachers using professional standard-informed Conversation Cards to support the professional growth of pre-service teachers. With a particular focus on practical solutions, the research investigates the opportunities and challenges mentor teachers face during standard-informed conversations aimed at enhancing preservice teachers' development. Materials/methods: An exploratory case study methodology was employed for the larger study; however, this paper focuses on a focus group discussion (FGD) with five teachers from rural schools participating in a structured professional experience program. The FGD, involving teachers with varying mentoring experiences, examined their use of Conversation Cards in mentoring. Data were analyzed through the lens of Bandura's self-efficacy theory, focusing on cognitive, motivational, affective, and selection processes. Results: The study found that cards provided structure and focus during mentoring conversations, aligning discussions with teacher standards and enhancing professionalism. Cognitive benefits included more organized and thorough feedback. However, some mentors felt the cards made conversations less natural and were challenging due to assumed proficiency levels and complex language. Conclusion: The study contributes to improving the quality of teacher education and professional development by supporting mentor teachers with structured yet adaptable tools, ultimately benefiting educational practices for future teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459567 |
| Database: | ERIC |
| Abstract: | Background/purpose: Positioned within the Australian context, this study explores the experiences of mentor teachers using professional standard-informed Conversation Cards to support the professional growth of pre-service teachers. With a particular focus on practical solutions, the research investigates the opportunities and challenges mentor teachers face during standard-informed conversations aimed at enhancing preservice teachers' development. Materials/methods: An exploratory case study methodology was employed for the larger study; however, this paper focuses on a focus group discussion (FGD) with five teachers from rural schools participating in a structured professional experience program. The FGD, involving teachers with varying mentoring experiences, examined their use of Conversation Cards in mentoring. Data were analyzed through the lens of Bandura's self-efficacy theory, focusing on cognitive, motivational, affective, and selection processes. Results: The study found that cards provided structure and focus during mentoring conversations, aligning discussions with teacher standards and enhancing professionalism. Cognitive benefits included more organized and thorough feedback. However, some mentors felt the cards made conversations less natural and were challenging due to assumed proficiency levels and complex language. Conclusion: The study contributes to improving the quality of teacher education and professional development by supporting mentor teachers with structured yet adaptable tools, ultimately benefiting educational practices for future teachers. |
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| ISSN: | 2147-0901 2564-8020 |
