Reading a mentoring situation: one aspect of learning to mentor

By Lily Orland. 2001

104 citations recorded by the source corpus.

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Citations in the corpus

(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice (2004, background): “Orland (2001) identifies, in her study, the importance of ‘‘mentor positioning,’’ whereby the mentor ‘‘learns to position herself/himself in relation to his/her mentoring context by changing ‘interpretive lenses’ as s/he encounters new situations’’ (p. 86).”
Mapping mentor teachers' roles in mentoring dialogues (2008, methodology): “The term “teacher educator”, traditionally used for staff at teacher training institutes is currently also used for staff at the school district level who are involved in supervising prospective teachers (Feiman-Nemser et al., 1992; Orland, 2001).”
Mentoring beginning teachers: What we know and what we don't (2009, background): “…seminars could operate as ‘affinity groups’, helping to overcome mentor isolation, facilitating the development of a shared discourse for mentoring, and enhancing mentors’ skill development through conversations about mentoring practice and pedagogy (cf. Carroll, 2005; Graham, 1997; Orland, 2001).”
Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice (2003, background): “This includes an understanding of competing demands on new teachers’ time and energy, and the ability to ‘‘read the mentoring situation’’ (Orland, 2001) to respond appropriately to the new teacher’s readiness and willingness to take on new challenges in teaching.”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “In general, such a community of practice could be helpful in facilitating and enhancing mentor teachers’ skill development through conversations about mentoring practice and pedagogy (Carroll, 2005; Orland, 2001).”
An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience (2010, background): “Some recent research has looked at the type of interaction and particularly the conversations during feedback sessions between student teachers, university supervisors or cooperating teachers (Lopes‐Real, Stimpson, and Bunton 2001 ; Orland 2001 ; Wilson 2006 ).”
Receiving as well as giving: mentors' perceptions of their professional development in one teacher induction program (2004, background): “As they engaged in mentoring, they learned to ‘read’ the situation and their mentees (Orland, 2000).”
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education ☆ (2014, background): “…how teachers and mentors reason during mediated learning processes (e.g. Bullough, Young, Hall, Draper, & Smith, 2008; Norman & Feiman-Nemser, 2005; Orland, 2001); mentors' conceptions of their developing identity as shaped by the mediating roles they assume and the skills that they exhibit (e.g.…”
More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers (2008, background): “While there is some disagreement concerning the specific roles and responsibilities of mentor teachers, the work of mentoring is generally understood to be complex (Hawkey, 1997; Orland, 2001; Young, Bullough, Draper, Smith, & Erickson, 2005) and emotionally demanding (Bullough & Draper, 2004).”
Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis (2015, background): “In many ways the professional development that is necessary to become a mentor is similar to the developmental stages that new teachers experience in their first years of teaching (Orland, 2001).”