Secondary Preservice Teachers’ Perspectives of Their Literacy Mentoring Experiences During Professional Placement
Dr Sarah James, Dr Suzanne Hudson &Lexi Lasczik
Abstract
Reviews into teacher education highlight the importance of the mentor teacher during preservice teachers’ in school professional experience. While university programs teach theoretical concepts, the mentor teacher assists the preservice teacher to enact and refine classroom practice. The aim of this study was to explore the literacy mentoring experiences of secondary preservice teachers during professional experience. This investigation used survey design. The survey was administered to 108 secondary preservice teachers’ from seven Australian universities. Data were analysed and reported using Hudson’s Five Factor Model for Mentoring. Results indicated over half of the preservice teachers noted their mentor teachers had the personal attributes for mentoring, modelled practices for effective literacy teaching and provided feedback. However, approximately one third self-reported that their mentor teachers shared the system requirements for teaching literacy. This research suggests the need for professional learning for mentor teachers and further emphasis on literacy teaching in secondary preservice teacher preparation.