Subject Mentors Research Articles

Mentorship for early career academics in a long-term problem- and project-based university academic development program in Denmark: views of subject and pedagogy mentors

ABSTRACT The study explored the viewpoints of two groups of mentors – subject and pedagogy – on their roles in a 12-month problem-based learning (PBL) academic development program at a Danish university. Q methodology analysis from 49 mentors revealed consensus on certain generic characteristics of good mentorship, namely active listening, constructive feedback, and mutual respect. Significantly distinguished collective opinions on good mentorship were identified through three factors: 1) providing advice using one’s own teaching experience, 2) probing mentee self-reflection and responsibility, and 3) co-creating and mediating. While most pedagogy mentors were loaded on Factor 2, emphasizing a social-constructivist approach centred on mentees, subject mentors’ views differed across all three distinct collective opinions. Factor 1 participants consisted mainly of subject mentors who have had no pedagogical background, with some reporting similar views to pedagogy mentors. Factor 3 included five female subject mentors who highlighted the importance of knowledge co-creation, reciprocity, and peer learning – an approach called for in the mentorship literature. The results suggest that structured mentorship preparation programs are needed, in addition to professional learning communities, for pedagogical and subject mentors to work collaboratively.

The Nexus between Teaching Practice and PGCE Student-Teachers: The Perceptions of Subject Mentors on Pre-Teachers' Readiness for Teaching Career

Teaching practice is critical to teacher education as it provides the pre-service teachers with practical experience of professional responsibilities and classroom practices, which are basic foundations for their choice of teaching as a profession or career. It is mandatory for pre-service teachers to experience teaching practice as a requirement in teacher education to acquire practical teaching competence in schools. Students in teaching practice are required to be mentored by their subject teachers in the schools. Thus this study investigates subject mentors' perceptions of Post Graduate Certificate in Education (PGCE) students' teaching practice lived experiences to determine their readiness for professional classroom practices. Competence and readiness to teach are inseparable because the latter demonstrates the skills which pre-service teachers display when delivering certain aspects of their teaching. Hence teaching is incomplete without teaching practice. Five subject mentors who were mentoring PGCE student teachers were purposively selected and engaged in semi-structured interviews for the data collection for this study. Content analysis was used to identify themes and analyse the data. The findings revealed, among others, that PGCE student teachers do not have adequate pedagogical content knowledge. Based on the findings, the study, therefore, recommends that the training for PGCE students has to be increased from one year to two years to acquire the appropriate knowledge and skills.

Mentorship and Class Size: Approach to Building Self-Confidence for Rural Preservice Teachers

Self-confidence is a vital trait that teachers are expected to possess before venturing into the teaching profession or going into a class to teach. The issue of self-confidence of teachers is considered to be predicated on different factors. This research study explored the connection between support from subject mentors to preservice teachers, class sizes taught by student teachers, and their self-confidence. A qualitative method was adopted for data collection from the six selected preservice teachers undergoing teaching practice in three carefully selected high schools in KwaZulu-Natal Province of South Africa. The finding of the study shows that large class sizes mostly affect the self-confidence of preservice teachers negatively. Also, the role played by subject mentors in boosting the self-confidence of preservice teachers is immense and cannot be overemphasised. Thus, the study recommends, among other things, that preservice teachers should first be exposed to small class sizes to aid their self-confidence before being exposed to large class sizes. Meanwhile, subject mentors should be given periodic workshops on the things expected of them during teaching practice exercises and they should be motivated through various means to mentor preservice teachers.

Evaluation of pre-service teachers' classroom management skills during teaching practice in rural communities

This study investigated the classroom management skills which are implemented by B.Ed. pre-service teachers to create and maintain an appropriate environment that is favourable for teaching and learning. It used a qualitative methodology. One of the universities in KwaZulu-Natal was used as a case study. Sixteen third-year B.Ed. pre-service teachers who were placed in uMkhanyakude District schools were purposively selected and observed during their teaching practice, and five subject mentors were interviewed to find out how they view student teachers’ capabilities of classroom management. The findings revealed that the pre-service teachers were less confident about classroom management skills because they were struggling to manage their classrooms while the efforts by subject mentors had little impact on how classes are managed. For instance, they were not exposed to the established basic rules to reinforce the consequences of misbehaviour. This suggests that subject mentors have to step up the effort to close the gap as they are given the responsibility of mentoring pre-service teachers. They have to accompany pre-service teachers to classrooms and spend as much time as is necessary with them as part of confidence-building measures. Furthermore, the institutions in question have to upscale their classroom management programmes to ensure that pre-service teachers can cope with practical realities and dynamic conditions in the classroom to manage better during teaching practice.

Perceptions of subject mentors of pre-service teachers’ readiness to teach economics and management sciences in the development of South Africa

Perceptions of subject mentors of pre-service teachers’ readiness to teach economics and management sciences in the development of South Africa

Teacher Development Approaches and Strategies in BRAC Nobodhara School

Nobodhara School is a new and unique initiative in the education field of Bangladesh. Different teaching learning and assessment strategies are followed in this school to ensure quality education for the learners. Teachers are the key player to ensure quality of education through their facilitation process in the classroom in any educational institution. In this situation, it was important to know the teacher development approaches of Nobodhara School and its implementation in the teaching learning process. The study aimed to know the educational and professional background the teachers and the followed teacher development policy of Nobodhara School. Moreover, practiced teacher development strategies and the implementation of the professional development by the teachers in the classroom were also explored. Mixed methods approach was followed for data collection and analysis from two branches of Nobodhara School in Dhaka city. Data was collected through interview and questionnaire from Training Coordinator, Subject Mentor and Teachers. Different relevant documents and teacher training schedule were also analyzed for collecting required information. Both qualitative and quantitative data were analyzed simultaneously and presented under different emerged themes. In Nobodhara School, orientation training, subject based training and general professional development trainings are provided to the teachers. Teachers found the trainings very helpful for their professional development. On the other hand, for further development and scaling up of such in-house teacher development system, training duration, facilitation methods and feedback mechanism need to be addressed according to the demand of the teachers.

Considerations on the Complexity of Teaching Practice of Student Teachers

This paper aims to identify and characterize the types of relationships that occur during the teaching practice activities of student teachers and analyze the way these relationships are able to influence the efficiency of teaching performance, both of the student teachers, and the subject mentors, teachers in the schools of application. In this particular context, we propose to analyze some aspects regarding the influence of teaching practicum on the professional development of student teachers, mentors and university supervisor teachers, in relationship with actual and possible consequences regarding the entire educational process.

Developing designs for community development in four types of student teacher groups

It is becoming increasingly important for teachers to collaborate. Teacher community is found to be a fruitful notion when thinking about improving collaboration. Teachers can be prepared for working in such communities during teacher education. We examined how the practice of collaboration within different types of groups in teacher education can be optimised, aiming at an improvement in the shared domain, group identity and shared interactional repertoire of these groups. We included four types of groups: subject matter groups, research groups, mentor groups and reflection groups. Focus groups with teacher educators, student teachers and community experts were conducted to gather ideas for the improvement of the institutional design for community development. Combining these ideas with the research literature, we formulated a list of design principles for each of the types of groups. In conversations with teacher educators, the viability of these principles was reviewed, resulting in particular sets of design principles for each group. These sets consist of principles which are already used within the groups, as well as principles that are completely new to the groups. The design arrangement for the mentor group consists of the largest number of design principles, while the smallest number of principles are applicable to the research group. The procedure used in this study can serve as an example of how to create a design aimed at the development of student teacher groups as social and collaborative learning environments.

Subject Specialist Mentors in the LifeLong Learning Sector: who needs them? A case study approach

Mentoring has become a key to success in many fields and different organisations, and has now become one of the important roles within initial teacher training in the Lifelong Learning Sector. The training of mentors, in particular, subject specialist mentors, is therefore fundamental to ensure that trainees on initial teacher training courses develop with regard to teaching and ensuring they have the necessary subject knowledge. Research was based on a case study at the University Campus Barnsley (part of the University of Huddersfield). Findings from subject specialist mentors, through focus groups, and trainees on a Certificate in Education/Professional or Post Graduate Certificate in Education (Cert Ed/PGCE) initial teacher training course, through questionnaires highlighted some interesting development needs. The research has found that there is a changing profile of the subject specialist mentor who supports trainees on initial teacher training courses, in particular they feel that they are not only mentors, but also coaches.

Subject knowledge development by science student teachers: the role of university tutors and school‐based subject mentors

Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers’ subject knowledge development during a one‐year postgraduate teacher preparation course. In this qualitative study we explore the role of university tutors and school‐based subject mentors in science student teachers’ subject knowledge development as perceived by student teachers, school‐based subject mentors and university tutors. The findings reveal that student teachers are reluctant to use university tutors and school mentors for subject knowledge development because they are aware of their assessment roles. The role of the university tutor in subject knowledge development is perceived as one of facilitation and of developing student teachers’ sense of professionalism. School mentors perceive that they do provide support for subject knowledge development and they are largely unaware of any potential conflict arising from their assessment role. The findings of the study are discussed in terms of the nature of student teachers’ professional learning in communities of practice. The implications for mentor training programmes are considered.

Exploring the Relationship between Cognitive Style and Teaching Style

To a great extent the nature of the relationship between the cognitive style of a student teacher and their predominant teaching style in the classroom has been ignored by educational research. This study used an opportunist sample of 84 trainee teachers studying for one year full time for a Post Graduate Certificate in Education, in a range of subject specialist areas, based at a single English university. Students' cognitive styles were assessed, and those with more extreme cognitive style scores were selected to participate in semi‐structured interviews. A subject specialist mentor had been assigned to each student; 77% (n=59) completed a questionnaire on their perceptions of the teaching style of their PGCE student. Statistically significant differences in approaches to learning and teaching were identified between the four cognitive styles. Gender differences were also noted with analytic‐verbaliser females adopting the most analytical style in the classroom and wholist‐imager males the most wholist style. Qualitative analysis identified differences in approach to teaching between the students with more extreme cognitive styles. Wholists were more sensitive than analytic students to situational factors such as the culture of the school, support from the mentor, and in their ability to accept criticism. Further research is recommended to verify such findings. In this respect, a longitudinal study focusing on changes in cognitive style and approach in the classroom could be fruitful. Consequently, universities need to adopt varied teaching and assessment tools varied in order to accommodate the continuum of cognitive styles.

Responsibilities of Subject Mentors, Professional Mentors and Link Tutors in Secondary Physical Education Initial Teacher Education

Legislative changes in England, most notably the publication of Initial Teacher Training (Secondary Phase) (Circular 9/92 ) by the Department for Education (DfE, 1992), have resulted in the reorganisation of initial teacher education (ITE), including the introduction of school-based ITE. In school-based ITE, the responsibilities of higher education institution (HEI) and school-based staff have been reorganised and responsibility for mentoring of students in school has become key. Although there has been much research on the effectiveness of school-based ITE, and on the effectiveness of partnerships and of school-based mentors, there has been little research on whether perceptions of staff as to their own and others responsibilities are compatible and whether these match those identified in role descriptions for various staff involved with the course. The purpose of this study was to identify perceptions of which staff had major and which had supporting responsibility for specific aspects of ITE courses, for supporting students in their development as teachers and to meet the standards for the award of Qualified Teacher Status (QTS) and to compare these perceptions (1) among staff and students, and (2) with the responsibilities as identified in course documentation. Subject mentors, professional mentors, link tutors and students on four secondary physical education Post-Graduate Certificate in Education (PGCE) courses answered a questionnaire identifying their perceptions of responsibilities for different aspects of the course. Course documentation that identified the responsibilities of the three groups of staff on the four courses included in the study was also considered. Results showed that perceptions of staff about their own and others responsibilities for different aspects of the course do not always match perceptions of other members of staff about responsibilities but perceptions of their own responsibilities generally match those identified in course documentation except in two specific areas; major responsibility for supporting students in their actual teaching in school and supporting students to reach the standards for further professional requirements. Results are considered in relation to implications for supporting students in their development as teachers. Implications for further research are also identified.

The Development of Subject Knowledge in Secondary Initial Teacher Education: A case study of physical education student teachers and their subject mentors

This article presents a case study of student teachers of secondary school physical education (PE) and their subject mentors in subject knowledge development. Grenfell's (1996) application of Bourdieu's notions of 'field' and 'habitus' in relation to initial teacher education (ITE) is applied to interview data to argue that student teachers show varying dispositions to develop subject knowledge at the field sites of university and school. Furthermore, such dispositions are suggested to be enacted by student teachers through the development and exchange of subject knowledge as 'capital'. Thus a dynamic for subject knowledge development, which is neither specific to field site or difference between field sites is conceptualised. The article concludes that student dispositions to learn, in context, should be considered to assist understanding about the development of PE student teachers' subject knowledge. It calls for a redefinition of nationally prescribed subject knowledge in relation to learning how to teach.

The Usefulness of Educational Research for Trainee Teachers' Learning

In this paper the authors argue that subject-related educational research can play an important role in trainee teachers' learning since it provides a disciplined perspective from which trainees can derive new ideas and understandings related to their own developing practice as well as a critical basis from which to formulate, examine and justify their views through reference to a wider, collective pool of experience. However, the authors strongly argue that research will only contribute usefully to trainees' learning provided certain fundamental principles governing the inclusion of research within the structure of the training course as a whole are applied. In the first section of the paper the authors define ten necessary principles which determine the conditions for successful use of research-based ideas in trainees' learning. Research-based ideas introduced on a training course, it is argued, must be seen by trainees, and subject mentors, to have a significant practical relevance with regard to classroom practice. The ideas and arguments must be carefully selected and strategically integrated within a course and must elicit informed critical evaluation. The second half of the paper consists of two illustrative examples of how these principles are applied in the integration of two research-based ideas ('inductive grammar teaching' and 'Interpretations of History') on the Modern Foreign Languages and History PGCE courses at the University of Cambridge School of Education.

Information technology in secondary schools and its impact on training information technology teachers

There are concerns about the teaching and learning of information technology (IT) in English state secondary schools (ages 11-18 years), and the way IT resources and the curriculum are organised. These circumstances affect students who are training to be IT teachers when they are on teaching placement in secondary schools. They may find that the curriculum model used in one teaching placement school is very different from that used in another; contact with pupils may be too brief, causing difficulties with teacher-pupil relationships; different approaches to teaching and learning may be encountered; there may be difficulties with continuity and progression in the IT curriculum; and expected standards may not be consistent. Student teachers may be better qualified and have more practical experience of IT systems and resources than their subject mentors in schools. However, these may regard students as lacking in basic subject knowledge as the hardware and software in schools do not match students' previous experiences. Few of the above concerns are unique to Bachelor of Education and Postgraduate Certificate of Education courses in IT; however, they can be relatively more significant. Some helpful strategies are suggested.

The Role of the Secondary School Subject Mentor: an evaluation of the UWIC experience

ABSTRACT Since the publication of circular 9/92 the responsibilities of school mentors have been considerably increased. In this article an account is given of the role of the subject mentor within the secondary school partnership operated by the University of Wales Institute, Cardiff as it has evolved over the past five years. An evaluation of the extent to which teachers at 90 schools have been able to meet all the expectations of this role reveals a number of important constraints, especially time, resources and lack of training for staff newly appointed to the post. In the light of these findings some suggestions are offered for future policy.

Learning to Live with Inconsistency in Student Entitlement and Partnership Provision

Consistency of provision of teacher education courses is essential if students are to experience training which is just, fair and equitable. The shift from university‐based to school‐based Initial Teacher Education and Training has brought into sharp focus the consistency of provision as local, rather than central, activities and decisions predominate in the students' experiences. This article examines the issue of consistency through the eyes of a sample of subject mentors who responded to a postal questionnaire which aimed to examine the views of subject mentors on a range of issues relating to mentor training, the mentoring process, challenging students, professional discourse and rewarding mentors. The article concludes that Initial Teacher Education and Training needs to embrace some of the plurality and diversity of postmodern thinking and that those involved in the education and training of teachers should learn to live with inconsistency.

To Challenge or Not To Challenge: The Mentor's Dilemma

This paper focuses upon open and distance learning initial teacher education in both primary and secondary sectors and explores the ways in which mentors challenge PGCE students in their professional thinking and classroom practice. It draws upon ethnographic research on mentors and student teachers during one presentation of the course. The data are based on observations of mentors working with students on final student placement, conversations with specialist subject mentor trainers as well as questionnaire and other source material. An analysis of how mentors articulate their knowledge base; the dialogue between mentor and student and the challenge of moving from novice to expert for the student teacher are all considered. Our conclusions have implications for all ITT and will also be a source of valuable practical help for student teachers and mentors.

Support and Challenge in Learning to Teach: the role of the mentor

The increased emphasis on school‐based programmes as part of initial teacher education has resulted in renewed efforts to forge more effective partnerships between higher education institutions and schools. The University of Bath has established a mentor development programme to ensure that subject mentors have an opportunity to examine ways to engage novice teachers in critical reflection about their practice while providing the support and challenge necessary to help them develop as teachers. This study is based on experienced mentors’ and their perspective on their work with novice teachers and it is a follow‐up to earlier research based on Daloz’ model (1986, Effective Teaching and Mentoring, San Francisco, Jossey Bass) of support and challenge. It examines an emerging mentoring pedagogy through which experienced mentors attempt to engage novice teachers in shaping their own vision of teaching. Three mentor profiles are discussed—the laissez‐faire, the collaborative and the imperial mentor.

Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers

The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of the 1510 concerns reported, 257 (17.02%) were classed as conflicts. A content analysis of the 'conflict' concerns revealed four general categories of conflict, and these were related to school staff and peers, the school and university working procedures, the demands from the school and the university, and beliefs and values about the teaching profession. The paper argues that such conflicts are viewed with much apprehension by pre-service teachers because of the additional responsibilities and powers placed on school subject mentors and the more limited time available in the university to prepare for the practical activities. Therefore, it is suggested that University-School Partnership Schemes should build in arrangements that give pre service teachers the opportunity to resolve deep-seated problems by being able to approach neutral staff from either the university or the school.