Publication Date

2015

Abstract

Objectives: An investigation into how mentoring is understood by researchers, teachers and school leaders. Theoretical framework: Sensemaking Methods: Case Study considering the conflation of mentoring with coaching, supervision, counselling and induction, employing the theoretical framework of Weick (1995) by mapping and triangulating multiple data sources Data sources: School leaders’ mentoring aims; field notes; interviews (28 mentors & 30 mentees); review of 116 articles from 2005-2014. Results: School leaders and the literature position mentoring in pragmatic, instrumentalist terms. Teacher mentees’ perceived it as performance management. The literature conflated coaching, mentoring, counseling, supervision and induction. Scholarly significance: Positioning mentoring as pragmatic limits its potential. A strong theoretical foundation, conceptually separating mentoring praxis from coaching, supervision and induction is needed.

School/Institute

Institute for Positive Psychology and Education

Document Type

Open Access Conference Paper

Access Rights

Open Access

Conference Name

Annual meeting of the American Educational Research Association (AERA)

Included in

Psychology Commons

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