Mentoring in Teacher Education as a Complex Adaptive System

Author(s):

Fiona Chambers(presenting / submitting)Frank Herold Kathleen Armour Paul McFlynn Deirdre Brennan

Conference:

ECER 2014

Network:

18. Research in Sports Pedagogy

Format:

Paper

Session Information

18 SES 10 B, Developing Effective Professional Learning Strategies

Paper Session

Time:

2014-09-04

15:30-17:00

Room:

B215 Sala de Aulas

Chair:

Fiona Chambers

Contribution

Drawing on an integrated framework of developmental, learning, and social theories, numerous research avenues are open to expand our understanding of adult mentoring dynamics in higher education. Whether conceptualized as traditional dyadic relationships or as developmental networks situated within communities of practice, researchers may draw on this framework to analyze, critique, design, and redesign mentoring programs. (Dominiguez & Hager, 2013). Grossman, Hammerness, and McDonald (2009) claimed that mentoring should be a core feature of all professional teacher education because it develops ‘the knowledge, skill and professional identity’ (p.273) of future teachers. In physical education (PE), it is argued that effective mentor training can enhance mentor, PETE student and ultimately, pupil learning (Darling-Hammond 2006a, 2006b; Darling-Hammond and Rothman, 2011).

This paper draws on two one-year SCoTENS-funded projects. Data from three sites UCC (Ireland); UUJ (N. Ireland) and UoB (England) resulted in the development of (a) a ‘Continuum of Factors Influencing Mentor Pedagogies’ (Chambers et al, 2012) and (b) a Capability Maturity Model for Mentor Teachers and (c) Mentoring as a Complex Adaptive System.

Method

Two researchers collected data from ten mentor teachers in each site. Methods included a desk study, focus groups, an online discussion forum and one collaborative on-line seminar. Data were analysed systematically and thematically around the research questions (Strauss & Corbin, 1998).

Expected Outcomes

The findings recognize that mentoring is an ecosystem is a community of living organisms in conjunction with the nonliving components of their environment, interacting as a system. In particular, a theoretical model which captures the complexity of mentoring culture in context is Systems Theory (Lewin, 1993) or ‘Complex Adaptive Systems’. All systems are holistic. There is a need to step back and focus on the mentoring system as a whole and see what is created when the parts interact (Cavanagh, 2009). This model captures the interacting and interdependent elements of the mentoring relationship. Each element is independent but is influenced by and influences the system itself e.g. human body. What makes a system ‘a complex adaptive system is the ability of the parts to adapt their functioning in relation to the overall system. Transformative learning occurs within the complex adaptive system when learners change their "meaning schemes (specific beliefs, attitudes, and emotional reactions) and engage in critical reflection on their experiences, which in turn leads to a perspective transformation (Mezirow, 1991, p.167) and to a progressive change in personal and pedagogic identity (Zukas, 2001) and ultimately, over time becoming full participants in the community of practice.

References

Cavanagh, M. (2009). Coaching from a Systemic Perspective: A Complex Adaptive Conversation Grossman, P., K. Hammerness, and M. McDonald. 2009. Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice 15: 273_89. Darling-Hammond, L. 2006a. Constructing 21st century teacher education. Journal of Teacher Education 57: 300_14. Darling-Hammond, L. 2006b. Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass. Mezirow, J. 1991. Transformative Dimensions of Adult Learning, San Francisco, CA, Jossey-Bass. Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury, CA: Sage

Author Information

Fiona Chambers (presenting / submitting)

University College Cork, Ireland

Frank Herold

University of Birmingham

Sport, Exercise and Rehabilitation Sciences

Walsall

Kathleen Armour

University of Birmingham

Paul McFlynn

University of Ulster

Deirdre Brennan