Mentoring positioning: perspectives of early childhood mentor teachers

ABSTRACT

Research on early childhood mentoring has recognised the importance of collegial, productive and high-quality relationships between early childhood mentors and mentees. This research study adopts a cultural–historical approach to understand the different positions taken by mentors when relating with international pre-service teachers (PSTs). The concept of position relates to the place of mentors and mentees in a system of social relationships across different social spaces. Ten mentor teachers were purposefully selected because of their openness to mentoring international PSTs. They participated in two focus group sessions held during a collaborative dialogue event at the university. Data were analysed using a cultural–historical “positioning” framework, which highlighted the complex set of relationships experienced by the mentors and mentees. These relationships were conceptualised as empathetic, supportive of initiatives and collaborative mentoring positioning. The implications of this research indicate the value of collaborative mentoring approaches in which mentors are empathetic to newly-arrived international PSTs.

KEYWORDS:

• Mentors
• international pre-service teachers
• positioning
• cultural–historical theory

Acknowledgments

Monash University Ethics Committee (Project: 2016-0278-182) granted full ethics approval. Monash University provided resources that enabled this study to be undertaken. The authors thank the ten participating mentor teachers. Thank you to the reviewers for their helpful comments that strengthened the article.

Additional information

Funding

This work was supported by the Monash Education Portfolio Small Grant Scheme [0].

Notes on contributors

Gloria Quinones

Gloria Quinones (PhD), Senior Lecturer, Monash University, Australia. Her research interests are affective and play pedagogies, emotions, visual methodologies and teacher education learning.

Corine Rivalland

Corine Rivalland (PhD), Lecturer, Monash University, Australia. Her research addresses alternative theories of child development and equity and social justice.

Hilary Monk

Hilary Monk (PhD), Lecturer, Monash University, Australia. Hilary’s research focuses on early years’ education, family studies, cross-cultural research, visual methodologies, and cultural–historical theory.