Thriving,not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts |
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| Institution: | 1. Department of Behavioural Sciences and Learning (IBL).Linköping University, SE-581 83, Linköping, Sweden;2. Department of Social and Welfare Studies (ISV), Linköping University, SE-581 83, Linköping, Sweden;1. University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309, USA;2. Michigan State University, Teacher Education, 329 Erickson Hall, East Lansing, MI, 48824, USA;1. Tampere University, Kalevantie 4, 33014, Finland;2. University of Jyväskylä, Alvar Aallon katu 9, PL 35, 40014, Finland;1. Faculty of Education, University of British Columbia, 2125 Main Mall, Vancouver, British Columbia, V6T1Z4, Canada;2. Faculty of Education, University of Salamanca, P° de Canalejas, 169, P.O. Box 37008, Salamanca, Spain |
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| Abstract: | This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts. |
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| Keywords: | Mentor Pre-service teacher Teaching practicum Disadvantaged schools Teacher self-efficacy |
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