International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2007, Vol. 3(3) 42-64

A plea for a mentoring  framework that  promotes  dialogic  professional learning in the ELT teacher education  context

Jeylan Wolyie Hussein

pp. 42 - 64   |  Manu. Number: ijpe.2007.004

Published online: October 15, 2007  |   Number of Views: 119  |  Number of Download: 423

Save PDF

Abstract

The paper emerged out of my own and my colleagues’ growing discontent with the traditional, ill-organized and unproductive way of evaluating the one-month-teaching practice of student teachers of English Language Teaching (ELT) at Haramaya University. It advances the  argument  that  student teacher evaluation  systems should  be restructured to represent the voices and experiences of the student  teachers.  Towards this end, I proposed a mentoring framework that potentially encourages  student teachers to become critical practitioners. The model I propose emphasizes the professional agency of the student teacher. The paper holds the position that to  transform their views of teaching and learning, student teachers as well  as  their  trainers should be empowered to seek justice and emancipation from the traditional model of evaluation. Finally, it attempts to leave  readers  with the  impression that if  we prefer our zone of comfort at the expense of our student teachers’ growth, we must know that we are jeopardizing the fate of teacher  education.

Keywords:

How to Cite this Article?

APA 6th edition
Hussein, J.W. (2007). A plea for a mentoring  framework that  promotes  dialogic  professional learning in the ELT teacher education  context . International Journal of Progressive Education, 3(3), 42-64.

Harvard
Hussein, J. (2007). A plea for a mentoring  framework that  promotes  dialogic  professional learning in the ELT teacher education  context . International Journal of Progressive Education, 3(3), pp. 42-64.

Chicago 16th edition
Hussein, Jeylan Wolyie (2007). "A plea for a mentoring  framework that  promotes  dialogic  professional learning in the ELT teacher education  context ". International Journal of Progressive Education 3 (3):42-64.

References
  1. Anderson, E. M. & Shannon, A. L. (1988).  Towards  a  conceptualization  of  mentoring. Journal of Teacher Education 39(1):  38-42. [Google Scholar]
  2. Atkinson,  T.  (1996).  Teacher  mentors and  student  teachers:  What is transmitted? In [Google Scholar]
  3. G. T. Claxton, M. Atkinson, M. Osborn & M. Wallace. (Eds.), Liberating the Learner. Lessons for Professional Development in Education (pp. 228-241). London: Rutledge. [Google Scholar]
  4. Ballantyne, R. A. Green, A. Yarrow, and J.M. Water. (1999). Reciprocal mentoring: Preparatory learning materials for  teacher  development,  Teacher  Development, 3 (1), 79-94. [Google Scholar]
  5. Beattie, M. (2000). Narratives of professional learning: Becoming a teacher and  learning to teach, Journal of Educational Inquiry, 1(2),   1-23. [Google Scholar]
  6. Boler, M. (1999). Feeling power: Emotions and education. New York:   Routledge. [Google Scholar]
  7. Boudreau, P. (1999). The supervision of a student teacher as defined by cooperating teachers, Canadian Journal of Education, 24(4),  454-459. [Google Scholar]
  8. Chamberlin, C. R. (2000). TESL degree candidates’ perceptions  of  trust  in  supervisors, TESOL Quarterly, 34(4),  653-673. [Google Scholar]
  9. Cooper, J. M. (1995). Supervision in teacher education. In L. W. Anderson (Ed.), International Encyclopedia of Teaching and Teacher Education  (pp.  593-  598). Oxford: Elsevier Science  Ltd. [Google Scholar]
  10. Covey, S. (1992). The Seven habits of Highly Effective People: Powerful Personal Changes. London: Simon & Schuster UK  Ltd. [Google Scholar]
  11. Dahlström, L. (2003a). Critical practitioner inquiry and the struggle over the  preferential right of interpretation in the South, Educational Action Research. 11(3), 467-478. [Google Scholar]
  12. Dahlström, L. (2003b).  Position paper: Master’s degree: Critical Practitioner Inquiry  for Educators, Department of Education, Umeå University,   Sweden. [Google Scholar]
  13. Day, C. (1999).Developing teachers: the challenges of life long learning. London: Falmer Press. [Google Scholar]
  14. Egbo, B. (2005). Critical pedagogy as  transformative  micro-level  praxis.  Retrived  July 2, 2005, from http://asstudents.unco.educ/students/AE-Extra/2005/6/Art- 4.htm1 [Google Scholar]
  15. Fischer, C. (2004). Sink or swim: The need for mentoring of graduates of intensive TESOL courses. A paper presented on the 17th Educational Conference, Adelaide.       Retrived              May,     5, 2005,                from www.sit.edu/edu/tesol/covalidated.html. [Google Scholar]
  16. Freire, P. (1970). Cultural action and conscientization. Harvard educational Review 40(3): 452-477. [Google Scholar]
  17. Freire, P. (1984). Pedagogy of the Oppressed. New York: Continuum Publishing Corporation. [Google Scholar]
  18. Fuller, B. (1991). Growing-up Modern: The Western State Builds Third  World  Schools. New York:  Routledge. [Google Scholar]
  19. Gadotti, M. (1996). Pedagogy of Praxis: A Dialectical Philosophy of Education. New York: State University of New  York. [Google Scholar]
  20. Gair, M. (1998). Review of Giroux, Henry A. (1997). Pedagogy and the Politics of Hope: Theory, Culture, and Schooling. Boulder, CO:  Westview  Press. Retrieved June 23, from,   http://edrev.asu.edu/reviews/rev39.htm [Google Scholar]
  21. Ganser, T. (1996). Preparing mentors for beginning teachers: An overview for staff developers, Journal of Staff Development 17 (4),  8-11. [Google Scholar]
  22. George, D. H. (1995). A poet’s mentor. Research/Penn State, Vol. 16 (2): Retrieved October 9,  2005,  from http://www.rps.psu.edu/jun95/mentor.html [Google Scholar]
  23. Ghaye, A. and Ghaye, K. (1998). Teaching and Learning through Critical Reflective Practice. London: David  Fulton. [Google Scholar]
  24. Greene, M. (1986). In search of critical pedagogy, Harvard Educational Review, 56, 427-441. [Google Scholar]
  25. Gilstrap, D.L. (2007). Dialogic and the emergence of criticality in complex group processes. Retrived             July      6,            2007,     from, http://ccaerasig.com/papers/07/Gilstrap.pdf [Google Scholar]
  26. Hagger, H. Burn, K. and McIntyre, D. (1995). The School  Mentor  Handbook:  essential skills and strategies for working with student Teachers. London:  Cogan Page. [Google Scholar]
  27. Hanky, J. (2004). The good, the bad and other considerations:  Reflections  on  mentoring trainee teachers in post-compulsory education. Research in Post- compulsory Education 9(3):  389-400. [Google Scholar]
  28. Hargreaves,  A.  &  Fullan,  M.  (1992).  (Eds.)  Understanding  Teacher   Development. London: Villers House. [Google Scholar]
  29. Hoffman-Kipp, P. (2003). Model Activity Systems: Dialogic Teacher Learning for Social Justice Teaching, Teacher Education Quarterly, 30(2),   27-39. [Google Scholar]
  30. Holloway, J. (2001). The Benefits of Mentoring, Educational Leadership, 58(8), 85-  86. [Google Scholar]
  31. Hussein, J.W. (2006a). Hopes and challenges in using action research: the outcome of attempting to help in-service teachers learn how to design, evaluate and use reading comprehension questions collaboratively,  Educational  Action Research, 14 (3), 377-393. [Google Scholar]
  32. Hussein, J.W. (2006b). Locating the value conflicts between the rhetoric and practices  of the public and teacher education in Ethiopia within the hegemony of the global neo-liberalism and seeking the alternative in critical pedagogy. Journal for Critical Education Policy Studies, 4(2), Retrieved December,  10,  2006, from   http://www.jceps.com/index.php?pageID=article&articleID=80 [Google Scholar]
  33. Hussein, J.W. (2007). Experience gained through engaging student teachers in a developmental reflective process. Teacher Development, 11(2),   189-201. [Google Scholar]
  34. hooks, b. (1994). Teaching to Transgress: Education as a Practice of Freedom. New York: Routledge. [Google Scholar]
  35. Housego, B. E. J. & Grimmett,  P.  (1983).  The  performance-based/development  debate about student teaching supervision, Alberta Journal of Educational Research, 29, 319-337. [Google Scholar]
  36. Janas,  M.  (1996). Mentoring the mentor: A challenge for staff  development. Journal  of Staff Development, 17(4):  2-5. [Google Scholar]
  37. Kelemu, M. (2000). The policy and practice of pre-service  secondary  teacher  education in Ethiopia: 1974-1999. In D. Bridges & M. Zewdie  (Eds.)  Secondary Teacher Education in Ethiopia (pp. 24-46). Addis Ababa: The  British Council. [Google Scholar]
  38. Kokoi, S. (1997). The role of teacher mentoring in educational reform. Retrieved June 10,  2007,  from, http://www.prel.org/products/Products/Role-mentor.pdf [Google Scholar]
  39. Ling, L. Y. (2003). Underpinnings of teachers’ professional development-a new conceptualization of field experience, Asia Pacific Education Review, 4(1), 11-18. [Google Scholar]
  40. Martin, C. (2004). Partners in Teaching Excellence: A Model for Transformative Mentoring. Retrieved          June      3,            2007,     from http://www.mhhe.com/socscience/english/tc/martin/martinmodule.html [Google Scholar]
  41. Martinez, K. (2004). Mentoring new teachers: Promise and problems in times  of  teacher shortage, Australian Journal of Education, 48(1),   95-108. [Google Scholar]
  42. Montgomery, B. (2000). The student and cooperating teacher relationship. Journal of Family and Consumer Sciences Education, 18(2),  7-15. [Google Scholar]
  43. Murray, M and Owen, M. A. (1991). Beyond the Myths and Magic of Mentoring. San Francisco:  Jossey-Bass Publishers. [Google Scholar]
  44. Provident, I. (2005). Mentoring: A role of facilitate academic change, The Internet Journal of Allied Health Sciences and Practice. 3(2). Retrieved July 2, 2005, from       http://ijahsp.nova.edu/articles/vol3num2/Provident%20-%20Print%20Version.pdf [Google Scholar]
  45. Rennert-Ariev, P. (2005). A theoretical model for the  authentic  assessment  of  teaching. Practical Assessment, Research & Evaluation . Retrieved June 16, 2005,  from, http://pareonline.net/getvn.asp?v=10&n. [Google Scholar]
  46. Rodrigues, Y. E. (1995). Mentoring to diversity: a multicultural approach. New Directions for Adult and Continuing Education, Special  Edition,  New  strategies and Challenges, 66,  69-77. [Google Scholar]
  47. Samson, J., & Yeomans, R. (2002). Analyzing the role of mentors. In A. Pollard (ed) Readings for Reflective Teaching. London:  Continuum. [Google Scholar]
  48. Schapiro, S. A. (2003). From andragogy to collaborative critical pedagogy, Journal of Transformative Education, 1(2),  150-166. [Google Scholar]
  49. Stevens, N. (1995). R and r for mentors: renewal and reaffirmation for mentors as benefits from the mentoring experience, Educational Horizons,  73(3),  130- 137. [Google Scholar]
  50. Tomlinson, P. (1995). Understanding Mentoring: Reflective Strategies for School-  based Teacher Preparation. Philadelphia: Open University   Press. [Google Scholar]
  51. Van Thielen, B. (1992). Tutoring beginning teachers through a mentor teacher program. University of Saskatchewan. Centre for School Based   Programs. [Google Scholar]
  52. Walkington, J., Christensen, H. P. &   Kock, H. (2001). Developing critical reflection   as a part of teaching training and teaching practice, European Journal of Engineering Education, 26(4),  343-350. [Google Scholar]
  53. Waters, G. A. (1998). Critical evaluation for education reform. Education Policy Archives 6(20). Retrieved October 8, 2005, from http://epaa.asu.edu/epaa/v6n20.html [Google Scholar]
  54. Waterstone, B. (2000). Desiring voice: Complicity, consumption and critical literacy. Retrieved, October,    5,      2005,     from http://www.stu.ca/inkshed/shed2000/bonnie.htm [Google Scholar]
  55. Williams, M.  (1989).     A developmental view of classroom observation,  ELT Journal 43(2), 85-91. [Google Scholar]
  56. Yarrow, A. and Millwater, J. (1997). Evaluating the effectiveness of a professional development course in supervision and mentoring, British Journal  of  In-  service Education, 23(3),  349-361. [Google Scholar]
  57. Zewdie, M.  N.  Abebe,  B. Gebru & M. Kelemu (2000). Secondary teacher education  in Ethiopia: An overview. In D. Bridges & M. Zewdie (Eds.) Secondary  Teacher Education in Ethiopia (pp. 7-23). Addis Ababa: The British   Council [Google Scholar]
Download
Metric
History
Related

Volume 3 Issue 3

October 2007

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.