Expectations of mentoring in a time of change: views of new and professionally isolated early childhood teachers in Victoria, Australia

Abstract

This paper presents preliminary data from a mentoring program, initiated in response to widespread Government reform policy that targeted early childhood teachers who were new or professionally isolated. It was implemented over a period of two years (2011–2012) in the state of Victoria, Australia. The paper focuses on the voices of these future mentees regarding why they wanted to participate in the mentoring program and what they were hoping to achieve from participation in the program. These responses came from surveys completed on enrolment in the program and, based on grounded theory and using inductive coding, themes were identified. Their answers reveal their hopes and aspirations, as well as their doubts, anxieties, and feelings of isolation. Such responses prompt thinking about the importance of ensuring that professional learning is contextually relevant and recognising the situated nature of learning. From their answers, it is apparent that, for these teachers, professional learning needs to encompass a much sought-after space in which to be reflective of their practices, gain support and guidance, find new ideas for their practice, and get a feeling of belongingness in a professional learning community. It is argued that mentoring can meet these professional learning needs and aspirations in times of change.

Keywords:

• mentoring
• new teachers
• isolated teachers
• learning community
• collegial support
• professional learning

Acknowledgements

The authors would like to thank the Department of Education and Early Childhood Development for having the foresight to fund a mentoring programme for early childhood teachers in the state of Victoria. They are also grateful to the teachers who generously shared their perspectives on being part of the programme.

Notes

1. National Quality Framework (NQF) for Early Childhood Education and Care.

2. Australian Children’s Education and Care Quality Authority (ACECQA).

3. Victorian Early Years Learning and Development Framework (VEYLDF).