Mentoring: A practice developed in community?

Hazel Bryan, Chris Carpenter

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Behaviourist and cognitive theories of learning view learning as a process of individual internalisation. Social theorists view learning as a process that is socially constructed and developed in social contexts. Wenger suggests that professional practice is a social process that is constructed in communities. Mentoring in Initial Teacher Education (ITE) has been a feature of the ITE landscape since the advent of the internship schemes but might be viewed by many teachers acting as mentors to be a small part of their remit. Some mentors while part of school communities might be seen as discharging their mentoring responsibilities in a relatively isolated manner. This study seeks to develop an understanding of how mentors operating in different phases learn to mentor and to sustain their growth as mentors and to seek to identify how they construct their 'communities of mentoring'.

LanguageEnglish
Pages47-59
Number of pages13
JournalJournal of In-Service Education
Volume34
Issue number1
DOIs
Publication statusPublished - 1 Feb 2008
Externally publishedYes

Fingerprint

mentoring
teacher
learning
community
cognitive theory
internalization
internship
social process
education
responsibility
school

Cite this

Bryan, Hazel ; Carpenter, Chris. / Mentoring : A practice developed in community?. In: Journal of In-Service Education. 2008 ; Vol. 34, No. 1. pp. 47-59.
@article{62e849f835c5403f8465ab8fed6653a7,
title = "Mentoring: A practice developed in community?",
abstract = "Behaviourist and cognitive theories of learning view learning as a process of individual internalisation. Social theorists view learning as a process that is socially constructed and developed in social contexts. Wenger suggests that professional practice is a social process that is constructed in communities. Mentoring in Initial Teacher Education (ITE) has been a feature of the ITE landscape since the advent of the internship schemes but might be viewed by many teachers acting as mentors to be a small part of their remit. Some mentors while part of school communities might be seen as discharging their mentoring responsibilities in a relatively isolated manner. This study seeks to develop an understanding of how mentors operating in different phases learn to mentor and to sustain their growth as mentors and to seek to identify how they construct their 'communities of mentoring'.",
author = "Hazel Bryan and Chris Carpenter",
year = "2008",
month = "2",
day = "1",
doi = "10.1080/13674580701828245",
language = "English",
volume = "34",
pages = "47--59",
journal = "Professional Development in Education",
issn = "1941-5257",
publisher = "Routledge",
number = "1",

}

Mentoring : A practice developed in community? / Bryan, Hazel; Carpenter, Chris.

In: Journal of In-Service Education, Vol. 34, No. 1, 01.02.2008, p. 47-59.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Mentoring

T2 - Professional Development in Education

AU - Bryan, Hazel

AU - Carpenter, Chris

PY - 2008/2/1

Y1 - 2008/2/1

N2 - Behaviourist and cognitive theories of learning view learning as a process of individual internalisation. Social theorists view learning as a process that is socially constructed and developed in social contexts. Wenger suggests that professional practice is a social process that is constructed in communities. Mentoring in Initial Teacher Education (ITE) has been a feature of the ITE landscape since the advent of the internship schemes but might be viewed by many teachers acting as mentors to be a small part of their remit. Some mentors while part of school communities might be seen as discharging their mentoring responsibilities in a relatively isolated manner. This study seeks to develop an understanding of how mentors operating in different phases learn to mentor and to sustain their growth as mentors and to seek to identify how they construct their 'communities of mentoring'.

AB - Behaviourist and cognitive theories of learning view learning as a process of individual internalisation. Social theorists view learning as a process that is socially constructed and developed in social contexts. Wenger suggests that professional practice is a social process that is constructed in communities. Mentoring in Initial Teacher Education (ITE) has been a feature of the ITE landscape since the advent of the internship schemes but might be viewed by many teachers acting as mentors to be a small part of their remit. Some mentors while part of school communities might be seen as discharging their mentoring responsibilities in a relatively isolated manner. This study seeks to develop an understanding of how mentors operating in different phases learn to mentor and to sustain their growth as mentors and to seek to identify how they construct their 'communities of mentoring'.

UR - http://www.scopus.com/inward/record.url?scp=39149141895&partnerID=8YFLogxK

U2 - 10.1080/13674580701828245

DO - 10.1080/13674580701828245

M3 - Article

VL - 34

SP - 47

EP - 59

JO - Professional Development in Education

JF - Professional Development in Education

SN - 1941-5257

IS - 1

ER -