Mentor teachers’ views of their mentees

References

• Abele, A. E., & Wojciszke, B. (2014). Communal and agentic content in social cognition: A dual perspective model. In M. P. Zanna & J. M. Olson (Eds.), Advances in experimental social psychology, Vol. 50 (pp. 195–255). Burlington, VT: Academic Press.
   Google Scholar
• Allen, T. D., Poteet, M. L., & Buroughs, S. M. (1997). The mentor’s perspective: a qualitative inquiry and future research agenda. Journal of Vocational Behavior, 51(1), 70–89.10.1006/jvbe.1997.1596
   Web of Science ®Google Scholar
• Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 48, 75–86.10.1016/j.tate.2015.02.004
   Web of Science ®Google Scholar
• Baynham, M. (2011). Stance, positioning, and alignment in narratives of professional experience. Language in Society, 40, 63–74.10.1017/S0047404510000898
   Web of Science ®Google Scholar
• Beauvois, J.-L., & Dubois, N. (2009). Lay psychology and the social value of persons. Social and Personality Psychology Compass, 3(6), 1082–1095.10.1111/spco.2009.3.issue-6
   Google Scholar
• Brambilla, M., & Leach, C. W. (2014). On the importance of being moral: The distinctive role of morality in social judgment. Social Cognition, 32, 397–408.10.1521/soco.2014.32.4.397
   Web of Science ®Google Scholar
• Bullough, R. V., Jr. (2012). Mentoring and new teacher induction in the United States: a review and analysis of current practices. Mentoring & Tutoring: Partnership in Learning, 20(1), 57–74.10.1080/13611267.2012.645600
   Google Scholar
• Clarke, M., Killeavy, M., & Moloney, A. (2013). The genesis of mentors’ professional and personal knowledge about teaching: Perspectives from the Republic of Ireland. European Journal of Teacher Education, 36(3), 364–375.10.1080/02619768.2012.755513
   Web of Science ®Google Scholar
• Dubois, N., & Beauvois, J.-L. (2012). The social value of persons: Theory and applications. In G. Rossi (Ed.), Psychology – Selected papers 9 (pp. 307–330). IntechOpen. Retrieved from http://www.intechopen.com/books/psychology-selected-papers/the-social-value-of-persons-theory-andapplications
   Google Scholar
• Eccleston, P., Werneke, U., Armon, K., Stepehenson, T., & MacFaul, R. (2000). Accounting for overlap? An application of Mezzich’s κ statistic to test interrater reliability of interview data on parental accident and emergency attendance. Journal of Advanced Nursing, 33(6), 784–790.
   Web of Science ®Google Scholar
• Fairbanks, C., Freedman, D., & Kahn, C. (2000). The role of effective mentors in learning to teach. Journal of Teacher Education, 51(2), 102–112.10.1177/002248710005100204
   Web of Science ®Google Scholar
• Funder, D. C. (1995). On the accuracy of personality judgment: A realistic approach. Psychology Review, 102, 652–670.
   Google Scholar
• Gill, M. J., & Andreychik, M. R. (2009). Getting emotional about explanations: Social explanations and social explanatory styles as bases of prosocial emotions and intergroup attitudes. Social and Personality Psychology Compass, 3(6), 1038–1054.10.1111/spco.2009.3.issue-6
   Google Scholar
• Gill, M. J., & Andreychik, M. R. (2014). The Social Explanatory Styles Questionnaire: Assessing moderators of basic social-cognitive phenomena including spontaneous trait inference, the fundamental attribution error, and moral blame. PLoS ONE, 9(7), e100886.10.1371/journal.pone.0100886
   PubMed Web of Science ®Google Scholar
• Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, 22, 1118–1129.10.1016/j.tate.2006.07.007
   Web of Science ®Google Scholar
• Haigh, M., Ell, F., & Mackisack, V. (2013). Judging teacher candidates’ readiness to teach. Teaching and Teacher Education, 34, 1–11.10.1016/j.tate.2013.03.002
   Web of Science ®Google Scholar
• Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teacher profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.10.3102/0013189X031005003
   Google Scholar
• Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207–216.10.1016/j.tate.2008.09.001
   Web of Science ®Google Scholar
• Jones, M., & Straker, K. (2006). What informs mentors’ practice when working with trainees and newly qualified teachers? An investigation into mentors’ professional knowledge base. Journal of Education for Teaching: International Research and Pedagogy, 32(2), 165–184.10.1080/02607470600655227
   Google Scholar
• King, A. (2008). In vivo coding. In L. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 473–474). Thousand Oaks, CA: Sage.
   Google Scholar
• Krolak-Schwerdt, S., Böhmer, M., & Gräsel, C. (2013). The impact of accountability on teachers’ assessments of student performance: A social cognitive analysis. Social Psychology of Education, 16, 215–239.10.1007/s11218-013-9215-9
   Web of Science ®Google Scholar
• Kurasaki, K. S. (2000). Intercoder reliability for validating conclusions drawn for open-ended interview data. Field Methods, 12(3), 179–194.10.1177/1525822X0001200301
   Google Scholar
• Kwan, T., & Lopez-Real, F. (2010). Identity formation of teacher–mentors: An analysis of contrasting experiences using a Wengerian matrix framework. Teaching and Teacher Education, 26(3), 722–731.10.1016/j.tate.2009.10.008
   Web of Science ®Google Scholar
• Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., & Clandinin, D. J. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring & Tutoring: Partnership in Learning, 20(1), 7–26.10.1080/13611267.2012.645598
   Google Scholar
• Marable, M. A., & Raimondi, S. L. (2007). Teachers’ perceptions of what was most (and least) supportive during their first year of teaching. Mentoring & Tutoring: Partnership in Learning, 15, 25–37.10.1080/13611260601037355
   Google Scholar
• Mezzich, J. E., Kreamer, H. C., Worthington, D. L. R., & Coffman, G. A. (1981). Assessment of agreement among several raters formulating multiple diagnoses. Journal of Psychiatric Research, 16, 29–39.10.1016/0022-3956(81)90011-X
   PubMed Web of Science ®Google Scholar
• Moskowitz, G. B., & Okten, I. O. (2016). Spontaneous goal inference (SGI). Social and Personality Psychology Compass, 10(1), 64–80.10.1111/spc3.v10.1
   Web of Science ®Google Scholar
• Norman, P. J., & Feiman-Nemser, S. (2005). Mind activity in teaching and mentoring. Teaching and Teacher Education, 21, 679–697.10.1016/j.tate.2005.05.006
   Web of Science ®Google Scholar
• Palys, T. (2008). Purposive Sampling. In M. L. Given (Ed.), The Sage encyclopaedia of qualitative research methods (pp. 697–698). Thousand Oaks, CA: Sage.
   Google Scholar
• Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching: Theory and Practice, 19(6), 660–678.10.1080/13540602.2013.827455
   Web of Science ®Google Scholar
• Popping, R. (1992). In search of one set of categories. Quality & Quantity, 26, 147–155.10.1007/BF02273550
   Web of Science ®Google Scholar
• Rajuan, M., Beijaard, D., & Verloop, N. (2010). The match and mismatch between expectations of student teachers and cooperating teachers: Exploring different opportunities for learning to teach in the mentor relationship. Research Papers in Education, 25, 201–223.10.1080/02671520802578402
   Web of Science ®Google Scholar
• Reid, D., & Jones, L. (1997). Partnership in teacher training: Mentors’ constructs of their role. Educational Studies, 23(2), 263–276.10.1080/0305569970230209
   Web of Science ®Google Scholar
• Reiman, A. J. (1999). The evolution of the social roletaking and guided reflection framework in teacher education: Recent theory and quantitative synthesis of research. Teaching and Teacher Education, 15, 597–612.10.1016/S0742-051X(99)00016-5
   Web of Science ®Google Scholar
• Reiman, A. J., & Thies-Sprinthall, L. (1998). Mentoring and supervision for teacher development. New York, NY: Addison-Wesley Longman.
   Google Scholar
• Schwille, S. A. (2008). The professional practice of mentoring. American Journal of Education, 115(1), 139–167.10.1086/590678
   Web of Science ®Google Scholar
• Smith, P. (2001). Mentors as gate-keepers: An exploration of professional formation. Educational Review, 53(3), 313–324.10.1080/00131910120085900
   Web of Science ®Google Scholar
• Stanulis, R. N., Brondyk, S. K., Little, S., & Wibbens, E. (2014). Mentoring beginning teachers to enact discussion-based teaching. Mentoring & Tutoring: Partnership in Learning, 22(2), 127–145.10.1080/13611267.2014.902556
   Google Scholar
• Staton, A. Q., & Hunt, S. L. (1992). Teacher socialization: Review and conceptualization. Communication Education, 41(2), 109–137.10.1080/03634529209378875
   Web of Science ®Google Scholar
• Tan, F. B., & Hunter, M. G. (2002). The repertory grid technique: A method for the study of cognition in information systems. MIS Quarterly, 26(1), 39–57.10.2307/4132340
   Web of Science ®Google Scholar
• Van Ginkel, G., Oolbekkink, H., Meijer, P. C., & Verloop, N. (2016). Adapting mentoring to individual differences in novice teacher learning; the mentor’s viewpoint. Teachers and Teaching: Theory and Practice, 22(2), 198–218.10.1080/13540602.2015.1055438
   Web of Science ®Google Scholar
• Van Ginkel, G., Verloop, N., & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching: Theory and Practice, 22(1), 101–116.10.1080/13540602.2015.1023031
   Web of Science ®Google Scholar
• Washington, R., & Cox, E. (2016). How an evolution view of workplace mentoring relationships helps avoid negative experiences: The developmental relationship mentoring model in action. Mentoring & Tutoring: Partnership in Learning, 24(4), 318–340.10.1080/13611267.2016.1252109
   Web of Science ®Google Scholar
• Wongpakaran, N., Wongpakaran, T., Wedding, D., & Gwet, K. L. (2013). A comparison of Cohen’s Kappa and Gwet’s AC1 when calculating inter-rater reliability coefficients. BMC Medical Research Methodology, 13(61), 1–7.
   PubMedGoogle Scholar
• Young, J. R., Bullough, R. V., Draper, R. J., Smith, L. K., & Erickson, L. B. (2005). Novice teacher growth and personal models of mentoring: Choosing compassion over inquiry. Mentoring & Tutoring: Partnership in Learning, 13(2), 169–188.10.1080/13611260500105477
   Google Scholar