Mentoring of teachers has been used for some time to support contextualised learning of how to be a teacher, and in their Quality of Teaching in VET: Final Report and Recommendations, Wheelahan and Moodie (2011) recommended mentoring as an important strategy for supporting novice VET teacher learning. This paper is based on research undertaken for a PhD looking at how novice VET teachers learn how to teach. The qualitative research took a longitudinal case study approach and was undertaken with nine novice VET teachers. The research showed that while a mentoring program was available to all of the novice teachers, few of the novice teachers were involved in formal mentoring relationships. This paper explores reasons why the novice VET teachers in this research become involved in mentoring relationships and the conditions that may facilitate against this.
|Publication status||Published - Apr 2014|
|Event||17th Annual Australian Vocational Education and Training Research Association Conference - Outrigger Hotel, Surfers Paradise, Australia|
Duration: 23 Apr 2014 → 25 Apr 2014
https://avetra.org.au/pages/conference-archives-2014.html (conference website)
|Conference||17th Annual Australian Vocational Education and Training Research Association Conference|
|Abbreviated title||Informing Changes in VET Policy and Practice: The Central Role of Research|
|Period||23/04/14 → 25/04/14|
|Other||AVETRA 2014 conference proceedings meet the Australian Department of Education and Training requirements for refereeing, E1 Conference Publications – Full written paper – Refereed. The ® symbol indicates that the full written paper is double-blind refereed by peers and revised to take into account the referees’ recommendations. The paper is the full written version of the conference paper (not the abstract or extended abstract), presented at the 2014 AVETRA conference. The author’s affiliations and contact emails can be found on each paper. Papers without the ® symbol are have not been refereed.|
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