Mentoring Analysis

Usually, mentoring is thought as the process in which more knowledgeable and experienced person called mentor works with another less knowledgeable and experienced person called mentee to provide guidance, support, feedback, and so on for the mentee’s learning and development (Punter, 2007; Richards & Farrell, 2005; Smith & Lewis, 2015). In such contexts, the mentee is in subordinate position (Darwin, 2000 in Smith & Lewis, 2015) but supported for integration into and acceptance by a specific community (Punter, 2007). However, it is also defined as sustained relationship between more experienced and less experienced colleagues in workplace (Allison & Quirke, 2010). In addition, it is viewed as the process where both parties are equally experienced …show more content…
At pre-service level, the context in which this mentoring takes place is called practicum (Schön, 1987). According to Schön, it is virtual world which approximates practice world and stands in an immediate stage between world of student-teachers’ academy and their world of practice, designed for the purpose of learning the practice. In the context, they are expected to learn skilful and competent practice, build an image of it, appreciate where they stand in relation to it, and map the path by which they can get from where they are to where they want to be (Schön, 1987). An effective practicum is reflective in that it involves reciprocally reflective dialogue of an educator and a student, involving questioning, answering, advising, listening, demonstrating, observing, imitating, and criticizing (Schön, 1987). In this way, the stage is set for continual dialogue of actions and words, reciprocal reflection-in-action and reflection-on-action, to provide prospective teachers with direct exposure to real conditions of practice and learn by doing under reflective guidance and supervision (Schön, …show more content…
He/She helps student-teachers broaden their repertoire of teaching strategies, encourages them to take responsibility for their own professional development, and become more analytical and self-critical in what they do (Gray, 2001). At this level, candidates are encouraged to take the initiative to reflect upon and critically evaluate their own performance (Gray, 2001). In short, they are encouraged to practice reflection on their teaching. They can develop the ability to reflect and become reflective as they become more understanding about teaching and learning (Goodwyn, 1997). Usually, this practice of reflection is done towards the end of their teacher education programme when they gain necessary confidence and competence and start to analyse their practice (Gray, 2001).They are also supported towards development of independent teaching: moving progressively from collaborative teaching with the assistance of the mentor in the practicum to increasingly independent teaching (Goodwyn, 1997). In this regard, because one of the main purposes of mentoring is developing reflection and reflective practitioners, mentors should promote and support reflective teaching using different strategies so that prospective teachers increasingly become reflective practitioners

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