Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development. (June 2022)

• Record Type: Journal Article
• Authors: Morcom, Veronica; MacCallum, Judith
• Is Part Of: Learning, culture and social interaction. Volume 34(2022)
• Publication Date: 2022-06
• Subjects: Rogoff's analytical planes -- Professional learning -- Mentoring teachers -- Collaborative self-development -- Sociocultural perspective; Learning -- Periodicals; Learning -- Social aspects -- Periodicals; Teaching -- Social aspects -- Periodicals; Social interaction -- Periodicals; 370.152305
• DOI: 10.1016/j.lcsi.2022.100627
• Languages: English
• ISSNs: 2210-6561

Abstract

Abstract: This longitudinal qualitative research is framed within a sociocultural perspective and examines experienced teachers and their mentor as they changed their practice. The data, sourced from three teacher focus groups, email correspondence and the mentor's reflections are analysed using Rogoff's personal, interpersonal and institutional/community planes. This small-scale study gives insights into the complex nature of professional learning, particularly when teachers are challenging the status quo which creates tensions that need to be addressed. Teachers had real concerns about time to teach the curriculum and complete the research activities. They worried about 'fitting in' with colleagues and parent perceptions. A collaborative self-development framework is advocated as a culturally appropriate way of for teachers to continue to learn during their careers, encourage risk taking and innovation. Highlights: Research initiated and conducted by classroom teachers Mentoring to promote collaborative self-development Rogoff's analytical framework applied to research Longitudinal research to analyse change in teachers' practice Addressing professional learning for experienced teachers