Judgementoring and how to avert it: introducing ONSIDE Mentoring for beginning teachers

Research output: Contribution to journalArticle

Abstract

Purpose — The purpose of this article is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be realised. Design/methodology/approach — The article draws on a thematic analysis of: previously published findings from three empirical studies undertaken between 2003–2015; new data from two empirical studies undertaken between 2012-16; and recent literature (2013–16) on judgementoring. Findings — The article provides further evidence of the nature, reach, causes and consequences of judgementoring as a national and international phenomenon. In doing so, it extends previous knowledge about the conditions that enhance or detract from the successful enactment of beginner teacher mentoring. Practical implications — The findings presented have implications for the work of education policymakers, school and college leaders, mentor trainers, mentors and others concerned with enhancing mentorship and effectively supporting the professional learning, development and well-being of beginning teachers. Originality/value — The article presents ONSIDE Mentoring as an original, research-informed framework for mentoring beginner teachers. The framework may also be applicable to other contexts, especially for the mentoring of early career professionals. Keywords judgementoring, ONSIDE Mentoring, developmental mentoring, teacher education, beginning teacher
Original languageEnglish
Pages (from-to)87-110
Number of pages24
JournalInternational Journal of Mentoring and Coaching in Education
Volume5
Issue number2
DOIs
Publication statusPublished - 19 May 2016

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methodology
knowledge
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education

Keywords

  • Judgementoring
  • ONSIDE mentoring
  • developmental mentoring
  • teacher education
  • beginning teacher

Cite this

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title = "Judgementoring and how to avert it: introducing ONSIDE Mentoring for beginning teachers",
abstract = "Purpose — The purpose of this article is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be realised. Design/methodology/approach — The article draws on a thematic analysis of: previously published findings from three empirical studies undertaken between 2003–2015; new data from two empirical studies undertaken between 2012-16; and recent literature (2013–16) on judgementoring. Findings — The article provides further evidence of the nature, reach, causes and consequences of judgementoring as a national and international phenomenon. In doing so, it extends previous knowledge about the conditions that enhance or detract from the successful enactment of beginner teacher mentoring. Practical implications — The findings presented have implications for the work of education policymakers, school and college leaders, mentor trainers, mentors and others concerned with enhancing mentorship and effectively supporting the professional learning, development and well-being of beginning teachers. Originality/value — The article presents ONSIDE Mentoring as an original, research-informed framework for mentoring beginner teachers. The framework may also be applicable to other contexts, especially for the mentoring of early career professionals. Keywords judgementoring, ONSIDE Mentoring, developmental mentoring, teacher education, beginning teacher",
keywords = "Judgementoring, ONSIDE mentoring, developmental mentoring, teacher education, beginning teacher",
author = "Andrew Hobson",
year = "2016",
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doi = "10.1108/IJMCE-03-2016-0024",
language = "English",
volume = "5",
pages = "87--110",
journal = "International Journal of Mentoring and Coaching in Education",
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AB - Purpose — The purpose of this article is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be realised. Design/methodology/approach — The article draws on a thematic analysis of: previously published findings from three empirical studies undertaken between 2003–2015; new data from two empirical studies undertaken between 2012-16; and recent literature (2013–16) on judgementoring. Findings — The article provides further evidence of the nature, reach, causes and consequences of judgementoring as a national and international phenomenon. In doing so, it extends previous knowledge about the conditions that enhance or detract from the successful enactment of beginner teacher mentoring. Practical implications — The findings presented have implications for the work of education policymakers, school and college leaders, mentor trainers, mentors and others concerned with enhancing mentorship and effectively supporting the professional learning, development and well-being of beginning teachers. Originality/value — The article presents ONSIDE Mentoring as an original, research-informed framework for mentoring beginner teachers. The framework may also be applicable to other contexts, especially for the mentoring of early career professionals. Keywords judgementoring, ONSIDE Mentoring, developmental mentoring, teacher education, beginning teacher

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