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
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
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.