Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education

By Angelina Ambrosetti, Bruce Allen Knight, John Dekkers. 2014

102 citations recorded by the source corpus.

Within the professional placement component of pre-service teacher education, mentoring has become a strategy that is used during the practical application of learning to teach. In this paper, we examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context. Firstly, the nature of mentoring along with mentoring in the context of pre-service teacher education is explored. A mentoring framework that has been developed to enable pre-service teacher educators to maximize the potential use of mentoring during the professional placement component of a pre-service teacher education degree is then proposed.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/38a3d3084c09fdcb73ad9ebb6f69890186d92116

Citations in the corpus

• Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, unknown): “The terms “mentoring,” “coaching,” and “supervision” have been used interchangeably in the literature (Ambrosetti et al., 2014).”