Reading a mentoring situation: one aspect of learning to mentor |
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| Institution: | 1. Department of Ophthalmology, The Second Xiangya Hospital, Central South University, Changsha, Hunan, 410011, China;2. Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, Liaoning, 110001, China;3. Department of Cardiology, The First Affiliated Hospital of China Medical University, Shenyang, Liaoning, 110001, China;4. Center for Disease Control and Prevention of Haidian District, Beijing 100094, China;1. Department of Pediatrics, School of Medicine, S. Demirel University, Isparta, Turkey;2. Department of Ophthalmology, School of Medicine, RTE University, Rize, Turkey;1. Institute of Microelectronics, Chinese Academy of Sciences, 3# Bei-Tu-Cheng West Road, Beijing 100029, China;2. College of Electronic Information and Optical Engineering, Nankai University, 300071, China;1. Department of Surgery, Ikazia Hospital, Montessoriweg 1, 3083 AN Rotterdam, The Netherlands;2. Department of Biostatistics, Erasmus University Medical Center, Rotterdam, The Netherlands;3. Department of Surgery, Erasmus University Medical Center, Rotterdam, The Netherlands;4. Department of Surgery, Maasstad Hospital, Rotterdam, The Netherlands;1. Radboud Teachers Academy, Radboud University, P.O. Box 9103, 6500 HD, Nijmegen, the Netherlands;2. HAN University of Applied Sciences, Nijmegen, the Netherlands |
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| Abstract: | This paper describes and interprets the meanings that one novice mentor attributes to ‘reading a mentoring situation’, an organizing metaphor for describing how one experienced teacher of English learns to analyze one aspect of her learning in talking to mentor teachers of English throughout her first year of induction into mentoring. The study revealed that learning to become a mentor is a conscious process of induction into a different teaching context and does not ‘emerge’ naturally from being a good teacher of children. Thus, at an operational level, teacher education programs should prepare teachers for this passage by encouraging the dissemination of in-service courses that allow novice mentors the opportunity to articulate the construction of their new role. Such courses can be structured as ‘learning conversations’ whereby mentors are encouraged to reflect on their roles in the company of fellow mentors, mediated by an experienced mentor of mentors. |
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