• Home
• Library
• DRO home

Expectations of mentoring in a time of change: views of new and professionally isolated early childhood teachers in Victoria, Australia Nolan, Andrea, Morrissey, Anne-Marie and Dumenden, Iris 2013, Expectations of mentoring in a time of change: views of new and professionally isolated early childhood teachers in Victoria, Australia, Early years: an international research journal, vol. 33, no. 2, Special Issue: Special Issue: Continuing Professional Development and the Early Years Workforce, pp. 161-171. Attached Files Name Description MIMEType Size Downloads Title Expectations of mentoring in a time of change: views of new and professionally isolated early childhood teachers in Victoria, Australia Author(s) Nolan, Andrea Morrissey, Anne-Marie Dumenden, Iris Journal name Early years: an international research journal Volume number 33 Issue number 2 Season Special Issue: Special Issue: Continuing Professional Development and the Early Years Workforce Start page 161 End page 171 Total pages 11 Publisher Taylor & Francis Place of publication Abingdon, England Publication date 2013-05-22 ISSN 0957-5146 Keyword(s) mentoring new teachers isolated teachers learning community collegial support professional learning Summary 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. Language eng Field of Research 130313 Teacher Education and Professional Development of Educators 130102 Early Childhood Education (excl Maori) Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category C1 Refereed article in a scholarly journal HERDC collection year 2013 Persistent URL http://hdl.handle.net/10536/DRO/DU:30053074 Document type: Journal Article Collection: School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 21 Jun 2013, 19:37:26 EST Fri, 21 Jun 2013, 19:38:29 EST Mon, 24 Jun 2013, 08:45:46 EST Mon, 24 Jun 2013, 09:25:07 EST Tue, 25 Jun 2013, 08:42:00 EST Wed, 26 Jun 2013, 10:51:04 EST Wed, 26 Jun 2013, 11:18:41 EST Wed, 26 Jun 2013, 11:19:47 EST Filtered Full Access Statistics: 23 Abstract Views, 4 File Downloads  -  Detailed Statistics Created: Fri, 21 Jun 2013, 19:37:25 EST by Anne-marie Morrissey

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.