Novosibirsk State Pedagogical University Bulletin, 2017, No.1, pp.49-62
UDC: 
378

The essence of mentoring in continuing professional development of teaching staff in Great Britain

Dudina E. A. 1 (Novosibirsk, Russian Federation)
1 Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
Abstract: 

Introduction: the article is devoted to the British experience of enhancing practical learning within Initial Teacher Education (ITE) and Continuing Professional Development (CPD) of educators through the mentoring process. The purpose of the article is to identify the essence, key features and attributes of mentoring within the main stages in teachers’ professional development.
Materials and Methods: The research methods include theoretical and comparative analysis of a range of prominent theoretical works, research reports and regulatory documents on mentoring within various educational fields. In order to provide a comparative analysis, the author traces the evolution of research into mentoring in British, Soviet and contemporary Russian education, psychology and philosophy.
Results: The author emphasizes the enhanced role of mentoring in the context of ITE and CPD in Great Britain, identifies the distinctive features of such close notions as mentoring, coaching and tutoring, reviews and analyses the classifications of mentoring models. The majority of researchers point out the authoritarian top-down traditional model based on the transference of knowledge and the reciprocal model, which is concerned with collaborative complementary relationship, based on support, facilitation, emotional connection and sharing of power between mentors and mentees.
Conclusion: The paper concludes that mentoring is a person-centered process based on professional values, support, guidance, facilitation, encouragement, enabling, and collaboration which contributes significantly to continuity of education, as well as professional and personal development of teaching staff. The main types of mentoring include mentoring of student teachers, mentoring for induction, mentoring for career transitions (for progression), mentoring for challenge, and peer-mentoring. Mentoring is a proactive reciprocal process aimed at development, improvement and growth.

Keywords: 

Mentoring; coaching, tutoring; Initial Teacher Education; Continuing Professional De-velopment; models of mentoring; stages of professional development; teaching staff.

For citation:
Dudina E. A. The essence of mentoring in continuing professional development of teaching staff in Great Britain. Novosibirsk State Pedagogical University Bulletin, 2017, no. 1, pp. 49–62. DOI: http://dx.doi.org/10.15293/2226-3365.1701.04

References: 
  1. Achinstein B., Fogo B. Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching and Teacher Education. 2015, vol. 45, pp. 45–58. DOI: http://dx.doi.org/10.1016/j.tate.2014.09.002
  2. Anderson E. M., Shannon A. L.  Towards a conceptualization of mentoring. Journal of Teacher Education. 1988, vol. 39,  no. 1, pp. 38–42. DOI: http://dx.doi.org/10.1177/002248718803900109
  3. Aspfors J., Fransson G. Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education.  2015, vol. 48, pp. 75–86. DOI: http://dx.doi.org/10.1016/j.tate.2015.02.004
  4. Blandford S. Managing Professional Development in Schools. London, Routledge Publ., 2000, 228 p.
  5. Child A. J., Merrill S. J. Professional mentors’ perceptions of the contribution of School/HEI Partnerships to Professional development and school improvement.  Journal of In-Service Education.  2003,  vol. 29, no. 2,  pp.  315–324.
  6. Constantinescu R. The Theory of Multiple Intelligences-applications in Mentoring Beginning Teacher. Procedia – Social and Behavioral Sciences. 2014, vol. 116, pp. 3345–3349. DOI: http://dx.doi.org/10.1016/j.sbspro.2014.01.761
  7. Fletcher S.  Mentoring in Schools: A Handbook of Good Practice. London, Kogan Page Publ., 2000, 257 p.
  8. Friedman A.,  Phillips M. The role of mentoring in the CPD programmes of professional associations.  International Journal of Lifelong Education. 2002, vol. 21, no. 3, pp. 269–284. DOI: http://dx.doi.org/10.1080/02601370210127864
  9. Furlong  J.,  Maynard T. Mentoring Student Teachers: The Growth of Professional Knowledge. London,  Routledge Publ., 1995,  210 p.
  10. Hagger H., McIntyre D.  Learning Teaching from Teachers: Realising the Potential of School-Based Teacher Education. Maidenhead, England, Open University Press Publ., 2006, 204 p.
  11. Hobson A., Sharp C.  Head to head: A systematic review of the research evidence on mentoring new head teachers. School Leadership and Management.  2005, vol. 25, no. 1, pp. 25–42. DOI: http://dx.doi.org/10.1080/1363243052000317073
  12. Hoffman J.V., Wetzel M.M., Maloch B., Greeter E., Taylor L., DeJulio S., Khan Vlach S. What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Procedia – Social and Behavioral Sciences. 2015, vol. 52, pp. 99–112. DOI: http://dx.doi.org/10.1016/j.tate.2015.09.004
  13. Izadinia M. A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education. 2015, vol. 52, pp. 1–10. DOI: http://dx.doi.org/10.1016/j.tate.2015.08.003
  14. Jacques K. Mentoring in Initial Teacher Education. Cambridge Journal of Education. 1992, vol. 22, no. 3, pp. 337–350. DOI: http://dx.doi.org/10.1080/0305764920220306
  15. Kemmis S., Heikkinen H. L. T., Fransson G., Aspfors J., Edwards-Grovesa Ch. Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education. 2014, vol. 43, pp. 154–164. DOI: http://dx.doi.org/10.1016/j.tate.2014.07.001
  16. Langdona F. J., Alexandera P. A., Rydea A., Baggettab B.  A national survey of induction and mentoring: How it is perceived within communities of practice. Teaching and Teacher Education. 2014, vol. 44, pp. 92–105. DOI: http://dx.doi.org/10.1016/j.tate.2014.08.004
  17. Lester C., Johnson C.  The learning dialogue: Mentoring. Education for student development: New directions for student services. 1981, no. 15, pp. 49–56.
  18. Ligadu Ch., Anthony P. E-Mentoring ‘MentorTokou’: Support For Mentors and Mentees During The Practicum. Procedia – Social and Behavioral Sciences. 2015, vol. 186, pp. 410–415. DOI: http://dx.doi.org/10.1016/j.sbspro.2015.04.144
  19. Maynard  T. Learning to teach or learning to manage mentors? Experiences of school‐based teacher training.  Mentoring and Tutoring.  2000, vol. 8, no 1, pp. 17–30.
  20. Mitescu M.  How do Beginning Teachers Employ Discursive Resources in Learning and Affirming their Professional Identity? Procedia – Social and Behavioral Sciences. 2014, vol. 128, pp. 29–35. DOI: http://dx.doi.org/10.1016/j.sbspro.2014.03.113
  21. Roberts A. Mentoring revisited: a phenomenological reading of the literature. Mentoring and  Tutoring. 2000, vol. 8, no. 2, pp. 145–170. DOI: http://dx.doi.org/10.1080/713685524
  22. Shwartz G., Dori Y. J. Looking through the Eyes of Mentors and Novice Teachers: Perceptions Regarding Mentoring Experiences. Procedia – Social and Behavioral Sciences. 2016, vol. 228, pp. 149–153. DOI: http://dx.doi.org/10.1016/j.sbspro.2016.07.022
  23. Tomlinson  P. Understanding mentoring: Reflective strategies for school-based teacher preparation.  Philadelphia, Open University Press Publ., 1995, 242 p.
  24. Batyshev S. Ya. The foundations of mentor’s educational activity. Moscow, Znaniye Publ., 1977, 63 p. (In Russian)
  25. Gromov I. A., Yeroshina N. P. Mentoring of industrial staff (Models and methods). Leningrad,  Znaniye Publ., 1977, 40 p. (In Russian)
  26. Kovaleva  T. M. Tutor as a new profession in Russian education. Issues of education. 2011, no. 2, pp. 163–180. (In Russian)
  27. Kruglova  I. V. Mentoring in enhancing novice teacher’s professional competence. Public Education. 2007, no. 9, pp. 109–116. (In Russian)
  28. Luchkina T. V. Enhancing professional competence of a novice teacher through mentoring: international perspective. Professional Education in Russia and abroad.  2012, no. 6, pp. 67–75.  (In Russian)
  29. Miroshnichenko V. A. Pedagogy of mentoring. Moscow, Prof-izdat Publ., 1979, 93 p.   (In Russian)
  30. Fomin Ye. N. Diversifying mentoring as the potential for successful adaptation of beginning practitioners. Vocational education. 2012, no. 7, pp. 6–8.  (In Russian)  
Date of the publication 25.02.2017