TY - JOUR
T1 - Thriving, not just surviving : the impact of teacher mentors on pre-service teachers in disadvantaged school contexts
AU - Naidoo, Loshini
AU - Wagner, Sharon
PY - 2020
Y1 - 2020
N2 - This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser's (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers' awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts.
AB - This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser's (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers' awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts.
KW - mentoring in education
KW - student teachers
KW - teachers
KW - training of
UR - http://hdl.handle.net/1959.7/uws:57285
U2 - 10.1016/j.tate.2020.103185
DO - 10.1016/j.tate.2020.103185
M3 - Article
SN - 0742-051X
VL - 96
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 103185
ER -
