Mentoring mentors in Flanders

Author(s):

Rita JEURISSENLieve LOOTENS Marleen BORZEE

Conference:

ECER 2009

Network:

1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 03 B, Reforms in Professional Development

Paper Session

Time:

2009-09-28

14:00-15:30

Room:

NIG, HS II

Chair:

Maria Esteves

Contribution

This paper describes the mentoring process for mentors in Dutch-Belgium, taking evidence from the postgraduate course for mentors in the Department of Education in KHLeuven. Using the new law on Teacher Education (December 2006), which specifies the mentors’ job description, financial recognition, desired profile and definitions of responsibility, especially evaluation in relation to the Department of Teacher Education, the broader context is drawn; this is followed by some critical analysis. The new law also enhances cooperation between the different types of Teacher Training Institutes working together in expertise-networks which will meet regional needs for training, whilst developing quality standards for mentor courses that have become of strategic importance. Strongly ideologically influenced, the induction and socialization of NTs are new issues in defining responsibility, power and influence between the training institute and the employing schools. The KHLeuven designed a pioneer postgraduate course of 500 hours for mentorswhich is based on lecturer-delivered theory and linked to the experiences of the mentors; the writing of a personal development plan and reflection occupy a third of the course. As part of quality assurance the department joined Comenius TISSNTE-project to broaden experience and adjust its approach in an international context . Research questions were: 1. Does the pilot course meet the needs of the Flemish participants ? 2. How similar or different are the needs of the Flemish mentors in comparison to the other European partners in the project ? 3. How well does the pilot course fit within the developed theoretical framework ?

Method

At first the TISSNTE Needs Analysis Questionnaire was developed and translated into the native language of each country. The data were further refined using semi-structured interviews. Data were processed using SPSS, interviews were recorded and thematically analysed. The data for Flanders will be discussed and compared with European countries. A theoretical framework was produced combining the desired competence-based mentor profile with this data. Four areas were identified: communicative and coaching skills, evaluation, assessment and organisational awareness.

Expected Outcomes

Research question 3: The KHLeuven-DLO course incorporates all four areas identified in the Needs Analysis. Research question 2: There are similarities and differences between the needs and views Flemish mentors hold especially on their role as evaluator and the desired competencies. Research question 1: 80+ teachers have gained a certificate granting qualified mentor status. An important source of feedback and improvement is given through their experiences evaluations. High levels of satisfaction and gains through personal/ professional development are claimed.

References

Feiman-Nemser, S., Schwille, S. Carver, C. & Yusko, B. (1999). A conceptual review of literature on new teacher induction. Michigan State University. NPEAT. Feiman-Nemser, S. (2001). Preparation to Practice: Designing a continuum to strengthen and sustain teaching.In Teachers College Record 103 (6), 1013-1055. Jokinen, H. & Välijärvi, J. (2004): Experiences from the Mentoring Process during Induction in Supporting Novice Teachers’ Professional Development. Summary of papers presented at the ECER 2003 Conference Hamburg, the INTERNLEARN Conference 2003 in Helsinki, the Conference in Tartu 2004, Estonia and the ECER 2004 Conference, Rethymnon. Jokinen, H.& Välijärvi, J.(2005). Mentoring as A Means of Supporting a Novice Teacher and a School Community. Paper presented at the ECER 2005 Conference Dublin. Jokinen, H. & Välijärvi, J. (2006): Mentoring as contextual, constructive and emotional support for NQT. Paper at the ATEE-conference 2006 in Portonoz. Hargreaves, A. (1995): Development and desire. A postmodern perspective. In T.R. Guskey & M. Huberman (Eds), Professsional development in education. New paradigms and practices. (pp.9-34). New York: Teachers College Press. Knight, P. (2002): A Systemic Approach to Professional Development: Learning as Practice. In Teaching and Teacher Education 18, pp.229-241. Korthagen, F.A.J. (1999): Linking Reflection and Technical Competence: the logbook as an instrument in teacher education. In European Journal of Teacher Education, Vol.22, No.2/3 pp.191-2007. Liebermann, A. (1996): Practices That Support Teacher Development: Transforming Conceptions of Professional Learning. In M.W. McLaughlin and I. Oberman (Eds.):Teacher Learning: New Policies, New Practices. New York: Teachers College Press. Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn. New York, NY: Doubleday Dell.

Author Information

Rita JEURISSEN

University College of Leuven

Department of Education

Leuven

Lieve LOOTENS

University College of Brugge-Oostende

Marleen BORZEE

University College of Leuven, Belgium

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