Cheerleading and cynicism of effective mentoring in current empirical research

Abstract

This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent “effective” mentoring practices can be grouped into these categories: (a) critical reflection and feedback, (b) modeling, (c) collaboration, and (d) knowledge about the needs of novice teachers. We consider these practices in light of larger arguments made in the literature about mentoring, including the purposes of mentoring and the qualities and professional development of mentors, and situated in our professional roles in teacher education. Finally, we argue the literature does not provide evidence to support mentoring of any sort, and how future research can address that lack of evidence and the divergent perspectives on effective mentoring practices.

Keywords:

• mentor
• effective mentoring
• teacher education
• professional development
• interns
• reflection
• critical feedback

Disclosure statement

This research project was not funded by any organization, was conducted ethically, and does not include any conflicts of interest.

Notes

1. The mentoring literature includes other practices, like journaling and observing other teachers, that are encompassed in the four practices listed here.

2. Edwards and Protheroe (2004b) and Bullough Jr and Draper (2004b) offer experiences and situations in which the internship is foremost about intern learning and only secondarily about curricular delivery to the school students. Their studies imply the need for critical engagement of the sort Author 1 describes, not the “how to” sort consistent in the empirical literature (e.g. Andrews and Quinn 2005).

3. Zientek (2007) argues that the wild variation in potential mentor and mentoring is a crucial detraction to any claim about the positive efficacy of mentoring.

4. Asada (2012) highlights some of the challenges in culturally-situated mentoring – including within Japan's social dynamics – that we should also include in future, nuanced research.

5. Tillman (2003) also shows the value not just of mentor-intern collaboration, but the value in involving and collaborating with administrators. Grossman and Thompson (2004) argue that understanding the district as a defacto mentor, suggesting, if nothing else, that collaboration across the district would positively reinforce what the intern learns from the primary mentor.