Learning to Teach or Learning to Manage Mentors? Experiences of school-based teacher training

By T. Maynard. 2000

177 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cb9f8cf82afd48133660c51803e91984124b0a44

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In Education

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Citations in the corpus

Novice teacher growth and personal models of mentoring: choosing compassion over inquiry (2005, background): “Moreover, mentoring is increasingly recognized as being emotionally demanding and a source of vulnerability for mentor and protégé alike (Slick, 1997, Bullough & Draper, 2000; Maynard, 2000; Orland, 2000).”
The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships (2010, background): “• Inclusion and acceptance of the mentee (Maynard, 2000)”
What informs mentors' practice when working with trainees and newly qualified teachers? An investigation into mentors' professional knowledge base (2006, background): “And yet, frequent reference is made to the difficulties mentors face in articulating their pedagogical knowledge and how it is translated into practice (Alred & Garvey, 2000 ; Maynard, 2000 ; Haggarty, 2002 ; Edwards & Protheroe, 2003 ).”
Forming the Mentor-Mentee Relationship (2016, background): “…(2003) outlined that “mentoring is a social constructed power relationship, and the power that mentors have and exercise within mentoring relationships can be helpful or hurtful” to the mentee (p. 15); consequently mentees must learn how to manage mentors to ensure maximum benefits (Maynard, 2000).”
Mentoring and the emotions (2004, background): “To be sure, cool professionalism may help contain a mentor’s sense of vulnerability (see Maynard, 2000), but like successful teaching, mentoring, as a form of teaching, requires deep emotional investment that inevitably spills out.”
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, background): “For instance, when feedback given to student teachers was not helpful both parties might feel frustrated and tensions run high (Maynard 2000, Hobson 2002).”
Mentoring beginning teachers: What we know and what we don't (2009, background): “First, as suggested in Section 2.1.1, effective mentors provide their mentees with emotional and psychological support, and make them feel welcome, accepted and included (Feiman Nemser, 2001; Hascher et al., 2004; Maynard, 2000; Rippon & Martin, 2006).”
Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education (2014, background): “However, Maynard (2000) argued that the assessment of the pre-service teacher by the mentor teacher leads to a more hierarchical relationship where the pre-service teacher may feel unable to take risks, try out new skills and develop their own teaching style.”