Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis
By Jessica Aspfors, G. Fransson. 2015
259 citations recorded by the source corpus.
The aim of this meta-synthesis is to deepen the understanding and knowledge of qualitative research focusing on education for mentors of newly qualified teachers. Altogether, 10 studies were included and synthesised. Four common themes emerged in the initial analysis: School and mentoring context, Theory and practice, Reflection and critical thinking and Relationships. Furthermore, three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-informed mentor education that develops mentors' (self-)understanding of teaching and mentoring.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/db77f3b76235a4d7b0d67b13039a56b42ca416c6
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In Education
- Paul Hennissen
- Juanjo Mena
- J. Loughran
- V. Laboskey
- Joan L. Whipp
- Joanne E. Goodell
- Tim Fletcher
- D. Ní Chróinín
Citations in the corpus
- Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring (2017, background): “However, although most of the models for mentoring assume that any of the constructs identified are flexible and reciprocally dependent (Aspfors & Fransson, 2015) many teacher education programs (whether knowingly or otherwise) are criticized for reproducing uni-directional views of mentoring that…”