Meaningful Elements of Student-Mentor - relationship

Author(s):

Tarja Liinamaa

Conference:

ECER 2009

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 06 C, Research on Pedagogical Approaches in Teacher Education

Paper Session

Time:

2009-09-29

10:30-12:00

Room:

NIG, HS 3D

Chair:

Jean Murray

Contribution

This paper focuses on mentoring in Finnish preschool teacher education. The importance and meaningfulness of practice periods for students’ professional learning during (pre)school teacher education has been widely acknowledged (e.g. Cameron-Jones & O´ Hara 1995, 1999). Recently, mentoring as one way of counseling has been established (e.g. Väisänen 2004) and the relationship between the student and his or her mentor is regarded as the corestone of teacher students’ professional development during practice periods. In this study we address in detail learning activities of teacher educators and their students and elaborate the most meaningful elements of mentor-student relationship during practice periods. In theoretical terms, this study is informed by socio-cultural theory, which emphasizes the crucial role of the social relations in learning (Wenger 1998; Rogoff 2003).

Method

The empirical data consist of interviews of five students’ own experiences, their mentors’ views on negotiations during the teaching practice period and of supplement data with recorded discussions of student and his or her mentor. The analysis utilises phenomenological approaches (Giorgi1988; Perttula 1995, 2000) to understand and elaborate how meaningful mentoring is built on professional negotiations in relationships between the student and the mentor, and how the elements of meaningful mentoring are illustrated. The data for this study were gathered in a single large Finnish preschool teacher education department.

Expected Outcomes

The significance of the beginning of the practice period was highlighted. Also the quality of interaction and the pedagogical activities were important for the meaningful relationship. Especially important for students was to receive responsibility, space and freedom in pedagogical activities so that they could be and act as a legitimized participant in the community of learners. The mentors emphasized the meaningfulness of the community as a collegial team working in collaboration with student and also taking responsibility on mentoring. In general level one interesting finding related to the dialogical character of the process between mentor and student (Buber1993; Burbules 1993). In conclusion, each student-mentor –relationship is unique and the status and the situation of students and mentors make a difference. Thus, mentors and students position themselves differently within interactional context (e.g. Wenger 1998; Rogoff 2003). In addition meaningful relationships are created on mutual responsibility, motivation and understanding.

References

References: Buber, M. 1993. Minä ja Sinä. Porvoo: WSOY. Burbules, N.C. 1993. Dialogue in teaching. Theory and practice. New York: Teachers College Press. Cameron-Jones, M. & O´Hara, P. 1995; Mentors´perceptions of their roles with student in initila teachers training. Cambridge Journal of Education 25 (2). Giorgi, A. 1988. Sketch of a psychological phenomenological method. In A. Giorgi (ed.) Phenomenology and psychological research, 8 – 21. Pittsburg: Duquesne University. Perttula, J.1995. Kokemus psykologisena tutkimuskohteena. Johdatus fenomenologiseen psykologiaan. Suomen fenomenologinen instituutti.Tampere. Perttula, J. 2000. Kokemuksesta tiedoksi: fenomenologisen metodin uudelleen muotoilua. Kasvatus 31 (5), 428 – 442. Rogoff, B. 2003.The cultural nature of human development. Oxford University Press: Oxford. Väisänen, P. 2004. Teoreettisia lähestymistapoja opettajaksi kasvun tukemiseen opetusharjoittelussa. In P. Atjonen & P. Väisänen (ed.) Osaava opettaja. Keskustelua 2000 –luvun opettajankoulutuksen ydinaineksesta. Joensuun yliopisto. Soveltavan kasvatustieteen laitos, 31-46. Wenger, E. 1998. Communities of practice. Learning, meaning and identity. Cambridge; Cambridge University Press.

Author Information

Tarja Liinamaa

University of Jyväskylä

Early Childhood Education

Jyväskylä

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