10 SES 13 E, Early Childhood Teacher Educator Identity and Continuing Professional Learning: Perspectives from Europe and beyond
Mentoring is a reciprocal and collaborative learning relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person to explore and build their potential. Whilst mentoring definitions across disciplines abound, numerous models of mentoring have produced benefits and positive outcomes for both mentors and mentees. In Education, much of the research has centred on the importance of ‘induction and mentoring’, that is, preservice teachers and their enculturation into the profession with the support of mentor teachers (Teacher Education Ministerial Advisory Group, 2014). Mentoring is also significant in the development of a professional identify in teaching (Rippon & Martin, 2003), supporting mentees to identify themselves as competent professional insiders (Johnson, 2007). It also has benefits for cognitive and social- emotional aspects of learning for early childhood educators (Peterson et al., 2010). Given the imperative to develop robust frameworks that support early childhood teachers’ professional growth and the requirement for all long day care centres in Australia to appoint an educational leader, this exploratory investigation probed the relationship between mentoring and leadership. It aimed to explore connections between mentoring and leadership because of the potential for mentoring to be an effective tool to build leadership practices in early childhood education contexts, and the seeming lack of association between these factors in the early childhood leadership literature. In this exploratory pilot study, semi-structured individual interviews were undertaken with 10 early childhood educators in long day care centres in two Australian capital cities to learn about participants’ experiences of mentoring, leadership, and connections between mentoring and leadership. A preliminary deductive analysis (Creswell, 2014) using relational, developmental and contextual elements of mentoring (Ambrosetti, Kinght, & Dekkers, 2014) indicated unexpectedly, that understandings and experiences of both formal and informal mentoring are wide-ranging, as are understandings and experiences of leadership. Concepts of leadership (Stamopoulos & Barblett, 2018) and concepts of mentoring (Zachery in Rodd, 2013, p. 174) from the early childhood literature were contrasted as a way of identifying the place of leading through mentoring. Of greater note was the powerful role of mentoring as continuous professional learning and the reiterative nature of the construction and reconstruction of professional identity.
Ambrosetti, A., Knight, B.A., & Dekkers, J. (2014). Maximizing the potential of mentoring: A framework for pre-service teacher education. Mentoring and Tutoring: Partnership in Learning, 22(3), 224-239. Creswell, J. W. (2014). A concise, introduction to mixed methods research. Johnson, W. B. (2007).Transformational supervision: When supervisors mentor. Professional Psychology: Research and Practice, 38, 259-267. Peterson, S. M., Valk, C., Baker, A. C., Brugger, L. & Hightower, A. D. (2010) “We’re Not Just Interested in the Work”: Social and Emotional Aspects of Early Educator Mentoring Relationships. Mentoring and Tutoring: Partnership in Learning, 18(2), 155-175, DOI: 10.1080/13611261003678895 Rippon, J. & Martin, M. (2003). Supporting induction: Relationships count. Mentoring and Tutoring, 11(2), 211-226. Stamopoulos. E. & Barblett, L. (2018). Early childhood leadership in action: Evidence based approaches for effective practice. Sydney: Allen and Unwin. Teacher Education Ministerial Advisory Group. (2014). Action now: Classroom ready teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/default-document-library/action_now_classroom_ready_teachers_accessible-(1)da178891b1e86477b58fff00006709da.pdf?sfvrsn=9bffec3c_0
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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