General description on research questions, objectives and theoretical framework

The aim of this study was to pilot a Terroir of Mentoring Schematic (Chambers, 2015) as a mentor training protocol for mentor-mentee dyads. The presence of experienced mentors in formative field experiences is a vital component in ensuring meaningful work-based learning for pre-service teachers (McIntyre et al., 2005). The ‘Terroir of Mentoring Schematic’ (ToMS) (Chambers, 2012) draws on a multilevel ecological systems perspective of mentoring (Bronfenbrenner, 1979, Chandler et al., 2011). It incorporates the following:  Level One: The Ontogenic System (psychological and demographic individual characteristics (ibid)); Level Two: The Microsystem: (the immediate context within which a protégé or mentor interacts (ibid)); Level Three: The Macrosystem (Broader societal influences on the ontogenic and microsystems, (ibid)). This links directly with the conference theme: Education and Transition: Contribution from Educational Research as it focuses on the transition from trainee teacher to the full teaching role. 

References: BRONFENBRENNER, U. 1979. The ecology of human development: Experiments by nature and design., Cambridge, MA, Harvard University Press. CHAMBERS, F. C. 2012. Storying the Terroir of Mentoring. Australian Association of Research in Education. University of Sydney. CHAMBERS, F. C. (ed.) 2015. Mentoring in Physical Education and Sports Coaching, London: Routledge. CHANDLER, D. E., KRAM, K. E. & JEFFREY, Y. 2011. An Ecological Systems Perspective on Mentoring at Work: A Review and Future Prospects. The Academy of Management Annals, 5, 519-570. CHARMAZ, K. 2000. Grounded Theory: Objectivist and subjectivist methods. In: DENZIN, N. K. & LINCOLN, Y. S. (eds.) Handbook of Qualitative Research. London: Sage. MCINTYRE, D., HAGGER, H. & WILKIN, M. 2005. Mentoring: Perspectives on schoolbased teacher education, London, Routledge Falmer.