'I as a practicum mentor': identities of mentors of student teachers

Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying...

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Detalhes bibliográficos
Autores: Garcia, Consuelo, Badia, Antoni
Tipo de documento: artigo
Estado:Versión aceptada para publicación
Data de publicação:2023
País:España
Recursos:Universitat Oberta de Catalunya (UOC)
Repositório:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/150350
Acesso em linha:https://hdl.handle.net/10609/150350
https://doi.org/10.1080/13611267.2023.2202476
Access Level:Acesso embargado
Palavra-chave:mentors
I-positions
student teachers
primary education
early childhood education
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spelling 'I as a practicum mentor': identities of mentors of student teachersGarcia, ConsueloBadia, AntonimentorsI-positionsstudent teachersprimary educationearly childhood educationTeachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development.Taylor & Francis202420252023info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/10609/150350https://doi.org/10.1080/13611267.2023.2202476reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésMentoring & Tutoring: Partnership in Learning, 31 (3), 2023https://doi.org/10.1080/13611267.2023.2202476CC BY-NChttp://creativecommons.org/licenses/by-nc/3.0/es/info:eu-repo/semantics/embargoedAccessoai:openaccess.uoc.edu:10609/1503502026-05-28T12:42:01Z
dc.title.none.fl_str_mv 'I as a practicum mentor': identities of mentors of student teachers
title 'I as a practicum mentor': identities of mentors of student teachers
spellingShingle 'I as a practicum mentor': identities of mentors of student teachers
Garcia, Consuelo
mentors
I-positions
student teachers
primary education
early childhood education
title_short 'I as a practicum mentor': identities of mentors of student teachers
title_full 'I as a practicum mentor': identities of mentors of student teachers
title_fullStr 'I as a practicum mentor': identities of mentors of student teachers
title_full_unstemmed 'I as a practicum mentor': identities of mentors of student teachers
title_sort 'I as a practicum mentor': identities of mentors of student teachers
dc.creator.none.fl_str_mv Garcia, Consuelo
Badia, Antoni
author Garcia, Consuelo
author_facet Garcia, Consuelo
Badia, Antoni
author_role author
author2 Badia, Antoni
author2_role author
dc.subject.none.fl_str_mv mentors
I-positions
student teachers
primary education
early childhood education
topic mentors
I-positions
student teachers
primary education
early childhood education
description Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/10609/150350
https://doi.org/10.1080/13611267.2023.2202476
url https://hdl.handle.net/10609/150350
https://doi.org/10.1080/13611267.2023.2202476
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023
https://doi.org/10.1080/13611267.2023.2202476
dc.rights.none.fl_str_mv CC BY-NC
http://creativecommons.org/licenses/by-nc/3.0/es/
info:eu-repo/semantics/embargoedAccess
rights_invalid_str_mv CC BY-NC
http://creativecommons.org/licenses/by-nc/3.0/es/
eu_rights_str_mv embargoedAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
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