Mentoring the Mentor
Mentoring the Mentor
This course is appropriate for teachers from all school sectors and industry affiliates. It is registered as QTC Professional Learning and addresses the Australian Professional Standards for Teachers 6.1.2; 6.2.2; 6.3.2; 7.4.2.
Teacher mentors will use participatory action research (PAR) cyclical structure to guide the development of their critical reflective practice. Supported by a professional partner, teacher mentors will collaborate face-to-face (or online, if the context permits) in small site-based groups for the purpose of identifying and exploring aspects of their mentoring practice. Mentors will learn how to use the PAR cyclical structure while doing PAR (Kemmis, 2009, 2012) so they can support future teacher mentors.
If you would like further information, contact Dr Elisabeth Betlem.
Dr Elisabeth Betlem is a member of the Professional Classroom Practice group within the school of Education. She has a varied career in education, working in both university and secondary school contexts. Her doctoral research "Mentoring Teachers with a Critical Friend: Transforming Professional Development through Visual Tools" was a participatory action research. She combined her teaching, research and art making practices to develop her practice as a critical friend while engaging teachers that mentored colleagues (beginning or experienced teachers) in a contextualised professional development model to develop their own practice as mentors. Elisabeth worked with mentors, to assist them critically reflect upon and negotiate a new understanding of their practice as part of their identities in their role as mentors.
Dr Marguerite Jones is a lecturer in school pedagogy / gifted and talented education in the School of Education, University of New England in Australia, She has over 20 years teaching experience in the primary sector and began work as a teacher educator at UNE in 2005. Her research interests are in the areas of understanding and supporting pre-service teachers' approaches to learning, and gifted education practices in rural contexts. She has published in the former area. Marguerite teaches in pre-service education courses including evidence-based learning and teaching practices, and rural/ remote, multi-stage, casual, and gifted and talented, education.
Adjunct Dr Deidre Clary is a member of the English, Literacies and Language Education (ELLE) team. Within this group, she specializes in English Education (secondary) and literacy K-12, and is a member of the Centre for Research in English and Multiliteracies Education (CRÈME).
- Unpacking the role of the mentor: distinguishing between mentor and supervisor
- Constructing a philosophy of mentoring through drawing and/or writing a metaphor
- Goal setting with a mentee