Elements of a quality pre-service teacher mentor: A literature review

By N. Ellis, D. Alonzo, H. Nguyen. Teaching and Teacher Education : An International Journal of Research and Studies, 2020

190 citations recorded by the source corpus.

Abstract This study reports on a review of contemporary literature which focuses on elements of a quality pre-service teacher mentor. For this purpose, seventy peer-reviewed publications were reviewed and analysed. A typology consisting of 53 indicators and seven dimensions was developed based on the findings. Our study contributes to the knowledge on the quality mentoring of pre-service teachers. It also provides the authors with the groundwork for developing a set of standards that describe the key elements of a quality mentor of pre-service teachers.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3b20669fdc772eb4ea17efefe7d3eb2a7481969b

How researchers see this paper

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In Education

1. S. Mok
2. Fritz C. Staub
3. S. Kuntze

In Social Psychology

1. S. Mok
2. Fritz C. Staub

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, methodology): “Based on these two processes, two forms of cognitive modeling are commonly used in the initial teacher education (Ellis et al., 2020; Smith, 2005).”