‘I would be a completely different teacher if I had been with a different mentor’: Ways in which educative mentoring matters as novices learn to teach

References

• Achinstein, B., 2006. New teacher and mentor political literacy: reading, navigating and transforming induction contexts. Teachers and teaching: theory and practice, 12 (2), 123–138. doi:10.1080/13450600500467290
   Google Scholar
• Blocker, L.S. and Swetnam, L.A., 1995. The selection and evaluation of cooperating teachers: A status report. Teacher educator, 10.1080/08878739509555084.
   Google Scholar
• Bocala, C., 2015. From experience to expertise: the development of teachers’ learning in lesson study. Journal of teacher education, 66 (4), 349–362. doi:10.1177/0022487115592032
   Web of Science ®Google Scholar
• Bradbury, L.U., 2010. Educative mentoring: promoting reform-based science teaching through mentoring relationships. Science education, 94 (6), 1049–1071. doi:10.1002/sce.v94:6
   Web of Science ®Google Scholar
• Brashier, A. and Norris, E., 2008. Breaking down barriers for 1st-year teachers: what teacher preparation programs can do. Journal of early childhood teacher education, 29 (1), 30–44. doi:10.1080/10901020701878651
   Google Scholar
• Castanheira, P.S.P., 2016. Mentoring for educators’ professional learning and development: a meta-synthesis of IJMCE volumes 1-4. International journal of mentoring and coaching in education, 5 (4), 334–346. doi:10.1108/IJMCE-10-2015-0030
   Web of Science ®Google Scholar
• Clarke, A., Triggs, V., and Nielsen, W., 2014. Cooperating teacher participation in teacher education: a review of the literature. Review of educational research, 84 (2), 163–202. doi:10.3102/0034654313499618
   Web of Science ®Google Scholar
• Connell, M.T., 2010. Framing teacher education: participation frameworks as resources for teacher learning. Pedagogies: an international journal, 5 (2), 87–106. doi:10.1080/15544801003611169
   Google Scholar
• Corbin, J.M. and Strauss, A.L., 2007. Basics of qualitative research: techniques and procedures for developing grounded theory. 3rd ed. Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Edwards, A. and Protheroe, L., 2003. Learning to see in classrooms: what are student teachers learning about teaching and learning while learning to teach in schools? British educational research journal, 29 (2), 227–242. doi:10.1080/0141192032000060957
   Web of Science ®Google Scholar
• Erickson, F., 1986. Qualitative methods in research on teaching. In: M. Wittrock (Ed.). Handbook of research on teaching, 119–161. New York: Macmillan.
   Google Scholar
• Feiman-Nemser, S. and Beasley, K., 1997. Mentoring as assisted performance: A case of co-planning. In: V. Richardson ed. Constructivist teacher education, 108–126. London: Falmer Press
   Google Scholar
• Feiman-Nemser, S., 1998. Teachers as teacher educators. European journal of teacher education, 21 (1), 63–74. doi:10.1080/0261976980210107
   Google Scholar
• Feiman-Nemser, S., 2001a. From preparation to practice: designing a continuum to strengthen and sustain teaching. The teachers college record, 103 (6), 1013–1055. doi:10.1111/tcre.2001.103.issue-6
   Web of Science ®Google Scholar
• Feiman-Nemser, S., 2001b. Helping novices learn to teach lessons from an exemplary support teacher. Journal of teacher education, 52 (1), 17–30. doi:10.1177/0022487101052001003
   Web of Science ®Google Scholar
• Gallimore, R., John-Steiner, V.P., and Tharp, R.G. (1992). The developmental and psychological foundations of mentoring. (ERIC Document Reproduction Service No. ED354292). New York: Institute for Urban and Minority Education, Teachers College, Columbia University. http://www.unm.edu/~vygotsky/mentor.pdf
   Google Scholar
• Gareis, C.R. and Grant, L.W., 2014. The efficacy of training cooperating teachers. Teaching and teacher education, 39, 77–88. doi:10.1016/j.tate.2013.12.007
   Web of Science ®Google Scholar
• Glazerman, S., et al. (2010). Impacts of comprehensive teacher induction: final results from a randomized controlled study. NCEE 2010-4028. National Center for Education Evaluation and Regional Assistance.
   Google Scholar
• Gotwals, A.W. and Birmingham, D., 2016. Eliciting, identifying, interpreting, and responding to students’ ideas: teacher candidates’ growth in formative assessment practices. Research in science education, 46 (3), 365–388. doi:10.1007/s11165-015-9461-2
   Web of Science ®Google Scholar
• Grossman, P., et al., 2009a. Teaching practice: A cross-professional perspective. The teachers college record, 111 (9), 2055–2100.
   Web of Science ®Google Scholar
• Grossman, P. (2010a, May). Policy brief: learning to practice: the design of clinical experience in teacher preparation. Partnership for Teacher Quality. Available from http://wwww.neanh.org/assets/docs/Clinical_Experience_-_Pam_Grossman.pdf
   Google Scholar
• Grossman, P., Hammerness, K., and McDonald, M., 2009b. Redefining teaching, re-imagining teacher education. Teachers and teaching, 15 (2), 273–289. doi:10.1080/13540600902875340
   Web of Science ®Google Scholar
• Hobson, A.J., et al., 2009. Mentoring beginning teachers: what we know and what we don’t. Teaching and teacher education, 25 (1), 207–216. doi:10.1016/j.tate.2008.09.001
   Web of Science ®Google Scholar
• Kazemi, E. and Franke, M.L., 2004. Teacher learning in mathematics: using student work to promote collective inquiry. Journal of mathematics teacher education, 7 (3), 203–235. doi:10.1023/B:JMTE.0000033084.26326.19
   Google Scholar
• Lampert, M., et al., 2013. Keeping it complex: using rehearsals to support novice teacher learning of ambitious teaching. Journal of teacher education, 64 (3), 226–243. doi:10.1177/0022487112473837
   Web of Science ®Google Scholar
• Langdon, F. and Ward, L., 2015. Educative mentoring: a way forward. International journal of mentoring and coaching in education, 4 (4), 240–254. doi:10.1108/IJMCE-03-2015-0006
   Web of Science ®Google Scholar
• Lave, J., 1996. Teaching, as learning, in practice. Mind, culture, and activity, 3 (3), 149–164. doi:10.1207/s15327884mca0303_2
   Google Scholar
• Lave, J. and Wenger, E., 1991. Situated learning. Cambridge: Cambridge University Press.
   Google Scholar
• Matusov, E., 1998. When solo activity is not privileged: participation and internalization models of development. Human Development, 41 (5–6), 326–349. doi:10.1159/000022595
   Web of Science ®Google Scholar
• Merriam, S.B., 2009. Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons.
   Google Scholar
• Norman, P.J. and Feiman-Nemser, S., 2005. Mind activity in teaching and mentoring. Teaching and teacher education, 21 (6), 679–697. doi:10.1016/j.tate.2005.05.006
   Web of Science ®Google Scholar
• Putnam, R.T. and Borko, H., 2000. What do new views of knowledge and thinking have to say about research on teacher learning? Educational researcher, 29 (1), 4–15. doi:10.3102/0013189X029001004
   Google Scholar
• Pylman, S., 2016. Reflecting on talk: A mentor teacher’s gradual release in co-planning. The new educator, 12 (1), 48–66. doi:10.1080/1547688X.2015.1113347
   Google Scholar
• Rajuan, M., Tuchin, I., and Zuckermann, T., 2011. Mentoring the mentors: first-order descriptions of experience-in-context. The new educator, 7 (2), 172–190. doi:10.1080/1547688X.2011.574592
   Google Scholar
• Rogoff, B., 1994. Developing understanding of the idea of communities of learners. Mind, culture, and activity, 1 (4), 209–229.
   Google Scholar
• Rogoff, B., 1997. Evaluating development in the process of participation: theory, methods, and practice building on each other. In E. Amsel and K. A. Renninger (Eds.), Change and development (265-285). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Saldaña, J., 2009. The coding manual for qualitative researchers. Los Angeles, CA: Sage.
   Google Scholar
• Schwille, S.A., 2008. The professional practice of mentoring. American journal of education, 115 (1), 139–167. doi:10.1086/590678
   Web of Science ®Google Scholar
• Smith, E.R., 2007. Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourarse. Mentoring & tutoring: partnership in learning, 15 (1), 87–106. doi:10.1080/13611260601037405
   Google Scholar
• Stanulis, R.N., 1994. Fading to a whisper: one mentor’s story of sharing her wisdom without telling answers. Journal of teacher education, 45 (1), 31–38. doi:10.1177/0022487194045001005
   Web of Science ®Google Scholar
• Stanulis, R.N., et al., 2018. Mentoring as more than “cheerleading”: looking at educative mentoring practices through mentors’ eyes. Journal of teacher education. Advance online publication. doi:10.1177/0022487118773996.
   Web of Science ®Google Scholar
• Stanulis, R.N. and Bell, J., 2017. Beginning teachers improve with attentive and targeted mentoring. Kappa Delta Pi Record, 53 (2), 59–65. doi:10.1080/00228958.2017.1299543
   Google Scholar
• Stanulis, R.N., Little, S., and Wibbens, E., 2012. Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions. Teaching and teacher education, 28 (1), 32–43. doi:10.1016/j.tate.2011.08.007
   Web of Science ®Google Scholar
• Tharp, R.G. and Gallimore, R., 1988. Rousing minds to life: teaching, learning and schooling in social context. 1st paperback ed. Cambridge: Cambridge University Press.
   Google Scholar
• Thompson, J., Windschitl, M., and Braaten, M., 2013. Developing a theory of ambitious early-career teacher practice. American educational research journal, 50 (3), 574–615. doi:10.3102/0002831213476334
   Web of Science ®Google Scholar
• Vygotsky, L.S., 1978. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.
   Google Scholar
• Ward, L., et al., 2013. Teacher preparation to proficiency and beyond: exploring the landscape. Asia Pacific journal of education, 33 (1), 68–80. doi:10.1080/02188791.2012.751896
   Web of Science ®Google Scholar
• Weiss, E.M. and Weiss, S., 2001. Doing reflective supervision with student teachers in a professional development school culture. Reflective practice, 2 (2), 125–154. doi:10.1080/14623940120071343
   Google Scholar
• Wenger, E., 1998. Communities of practice: learning, meaning and identity. Cambridge: Cambridge University Press.
   Google Scholar