The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapterResearch

Abstract

In this chapter I examine institution-based mentoring of early career school and college teachers. Research has shown that such mentoring can have a range of powerful, positive impacts on mentees, mentors, schools, colleges and education systems; yet, unless appropriate conditions for mentorship are created, mentoring can be ineffectual and even harmful. After defining the key concepts and outlining the research underpinning the chapter, I outline common ingredients of successful and effective mentoring for early career teachers in primary and secondary (K-12) schools and what in England we call ‘further education’ (FE).1 Then, I argue that various failures at institutional and policy levels have contributed to inappropriate enactments of mentoring which have stunted professional learning and development (PLD) and had a deleterious effect on the well-being of many early career teachers. In doing so, I present new evidence from the UK and other international contexts on the nature, reach, causes and consequences of ‘judgementoring’ (Hobson and Malderez, 2013), a particular enactment of mentoring found to be detrimental to early career teachers’ professional learning, development and well-being. Lastly, I offer a new researchinformed mentoring framework, called ONSIDE Mentoring serve the needs of early career teachers – and the schools and colleges in which they are situated – far more effectively than existing approaches to mentoring deployed in the UK and elsewhere. Developing earlier definitions by Malderez (2001), Hobson et al. (2009a) and Hobson and Malderez (2013), I define mentoring in this context as, that I consider would a one to one relationship between a relatively inexperienced teacher (the mentee) and a relatively experienced teacher (the mentor), which aims to support the mentee’s learning, development and well-being, and their integration into the cultures of both the organisation in which they are employed and the wider profession.
Original languageEnglish
Title of host publicationThe SAGE Handbook of Mentoring
EditorsDavid A. Clutterbuck, Frances K. Kochan, Lunsford Laura, Nora Dominguez, Julie Haddock-Millar
Place of PublicationLondon
Pages335-357
Number of pages23
Publication statusPublished - 1 Mar 2017

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mentoring
terrorism
career
teacher
well-being
school career
school
learning
teachers' college
further education
education system
profession
cause

Cite this

Hobson, A. (2017). The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers. In D. A. Clutterbuck, F. K. Kochan, L. Laura, N. Dominguez, & J. Haddock-Millar (Eds.), The SAGE Handbook of Mentoring (pp. 335-357). London.
Hobson, Andrew. / The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers. The SAGE Handbook of Mentoring. editor / David A. Clutterbuck ; Frances K. Kochan ; Lunsford Laura ; Nora Dominguez ; Julie Haddock-Millar. London, 2017. pp. 335-357
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Hobson, A 2017, The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers. in DA Clutterbuck, FK Kochan, L Laura, N Dominguez & J Haddock-Millar (eds), The SAGE Handbook of Mentoring. London, pp. 335-357.

The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers. / Hobson, Andrew.

The SAGE Handbook of Mentoring. ed. / David A. Clutterbuck; Frances K. Kochan; Lunsford Laura; Nora Dominguez; Julie Haddock-Millar. London, 2017. p. 335-357.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapterResearch

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AB - In this chapter I examine institution-based mentoring of early career school and college teachers. Research has shown that such mentoring can have a range of powerful, positive impacts on mentees, mentors, schools, colleges and education systems; yet, unless appropriate conditions for mentorship are created, mentoring can be ineffectual and even harmful. After defining the key concepts and outlining the research underpinning the chapter, I outline common ingredients of successful and effective mentoring for early career teachers in primary and secondary (K-12) schools and what in England we call ‘further education’ (FE).1 Then, I argue that various failures at institutional and policy levels have contributed to inappropriate enactments of mentoring which have stunted professional learning and development (PLD) and had a deleterious effect on the well-being of many early career teachers. In doing so, I present new evidence from the UK and other international contexts on the nature, reach, causes and consequences of ‘judgementoring’ (Hobson and Malderez, 2013), a particular enactment of mentoring found to be detrimental to early career teachers’ professional learning, development and well-being. Lastly, I offer a new researchinformed mentoring framework, called ONSIDE Mentoring serve the needs of early career teachers – and the schools and colleges in which they are situated – far more effectively than existing approaches to mentoring deployed in the UK and elsewhere. Developing earlier definitions by Malderez (2001), Hobson et al. (2009a) and Hobson and Malderez (2013), I define mentoring in this context as, that I consider would a one to one relationship between a relatively inexperienced teacher (the mentee) and a relatively experienced teacher (the mentor), which aims to support the mentee’s learning, development and well-being, and their integration into the cultures of both the organisation in which they are employed and the wider profession.

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BT - The SAGE Handbook of Mentoring

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Hobson A. The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers. In Clutterbuck DA, Kochan FK, Laura L, Dominguez N, Haddock-Millar J, editors, The SAGE Handbook of Mentoring. London. 2017. p. 335-357