Desirable Attributes and Practices for Mentees: Mentor Teachers’ Expectations

Peter Hudson


APA 6th edition
Hudson, P. (2013). Desirable Attributes and Practices for Mentees: Mentor Teachers’ Expectations. European Journal of Educational Research, 2(3), 107-119. doi:10.12973/eu-jer.2.3.107

Harvard
Hudson P. 2013 'Desirable Attributes and Practices for Mentees: Mentor Teachers’ Expectations', European Journal of Educational Research , vol. 2, no. 3, pp. 107-119. Available from: http://dx.doi.org/10.12973/eu-jer.2.3.107

Chicago 16th edition
Hudson, Peter . "Desirable Attributes and Practices for Mentees: Mentor Teachers’ Expectations". (2013)European Journal of Educational Research 2, no. 3(2013): 107-119. doi:10.12973/eu-jer.2.3.107

Abstract

Research indicates attributes and practices for mentor teachers that can be used for effective mentoring. Universities provide guidelines for preservice teacher (mentee) engagement in schools generally from anecdotal evidence, however, what are desirable attributes and practices for mentees? This qualitative study gathers data from 25 mentor teachers through an extended response questionnaire and audio-recorded focus group discussions about attributes and practices for mentees. Findings showed that desirable attributes for mentees included: enthusiasm, being personable, commitment to children, lifelong learning/love of learning, open/reflective to feedback, develop resilience, and taking responsibility for their learning, while desirable practices included: planned and preparation for teaching, reflective practices; understanding school and university policies, knowing students for differentiated learning, and building a teaching repertoire (e.g. teaching strategies, behaviour management, content knowledge, and questioning skills). Preservice teachers need to consider teachers‟ suggestions on desirable attributes and practices that can help them achieve positive teaching experiences.

Keywords: Mentor; preservice teachers; mentoring; teaching practices; teacher training