A comparative study of barriers to mentoring student and new teachers

Mentoring is widely believed to be beneficial to mentors and mentees in the teacher education context. However, mentoring as a tool for strengthening professional knowledge is not without barriers hindering its effectiveness. This paper explores common barriers in mentoring, drawing on studies condu...

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Bibliographic Details
Published inMentoring & tutoring Vol. 30; no. 3; pp. 355 - 376
Main Authors Aderibigbe, Semiyu Adejare, Holland, Eimear, Marusic, Iris, Shanks, Rachel
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 27.05.2022
Taylor & Francis Ltd
Subjects
Barriers
Beginning Teacher Induction
Beginning Teachers
Case Studies
Comparative Analysis
Comparative Education
Comparative studies
Cooperating Teachers
Cross Cultural Studies
Elementary Secondary Education
Experienced Teachers
Faculty Development
Feedback (Response)
Foreign Countries
Interpersonal Relationship
Licensing Examinations (Professions)
Mentoring
Mentoring programs
Mentors
new teachers
Power Structure
Student Placement
Student Teachers
Teacher Attitudes
Teacher education
Teacher Education Programs
Thematic Approach
Ireland
United Kingdom (Scotland)
Croatia
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Summary:Mentoring is widely believed to be beneficial to mentors and mentees in the teacher education context. However, mentoring as a tool for strengthening professional knowledge is not without barriers hindering its effectiveness. This paper explores common barriers in mentoring, drawing on studies conducted in Croatia, Ireland, and Scotland which have been re-analyzed for this paper. The two studies conducted in Scotland used a mixed-methods approach, the Croatian study was conducted using a quantitative approach, while the Irish research employed a qualitative strategy. Data from the four published studies were re-analyzed and integrated using a qualitative thematic approach with three groups of themes emerging as the most common barriers to mentoring in teacher education. These groups of themes are: interests, values and motives; power, status and position; and information and communication. The study explores these themes and concludes with the implications for stakeholders, including school management, universities, and student teachers.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1361-1267
1469-9745
DOI:10.1080/13611267.2022.2070995