Mentoring as part of a trellis of practices that support learning

Francisco, SL

Mentoring as part of a trellis of practices that support learning

Francisco, SL

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Exploring Education and Professional Practice Through the Lens of Practice Architectures, 2017, pp. 101 - 119
Issue Date:: 2017-01-18

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Field	Value	Language
dc.contributor.author	Francisco, SL	en_US
dc.date.issued	2017-01-18	en_US
dc.identifier.citation	Exploring Education and Professional Practice Through the Lens of Practice Architectures, 2017, pp. 101 - 119	en_US
dc.identifier.isbn	9811022194	en_US
dc.identifier.isbn	9789811022197	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126109
dc.description.abstract	In a number of countries, including Australia, vocational education and training (VET) teachers often begin teaching without teaching qualifications or prior experience related to teaching. In such circumstances, mentoring is commonly identified as an appropriate strategy to support teacher learning. However, access to mentoring for new teachers can be complex. Further, even when mentoring is available, it does not always provide strong support for teacher learning. Drawing on evidence from a 2-year longitudinal study of the learning of novice VET teachers, and using the theory of practice architectures, this chapter addresses two key areas related to teacher learning through mentoring: access to mentoring; and mentoring as it inter-relates with other ‘practices that support learning’ (PSLs). The chapter explores the practice architectures that enabled and constrained teacher access to both formal and informal mentoring. Additionally, the chapter uses the theory of ecologies of practices in a modified way to explore the practices that support learning in four of the case studies from the broader study. It does this by looking at the inter-relationships between mentoring and other PSLs. In two of these cases, inter-related PSLs that worked together to strongly support teacher learning are identified, and the concept of a trellis of PSLs is outlined.	en_US
dc.publisher	Springer	en_US
dc.relation.ispartof	Exploring Education and Professional Practice Through the Lens of Practice Architectures	en_US
dc.relation.isbasedon	10.1007/9789811022197_6	en_US
dc.title	Mentoring as part of a trellis of practices that support learning	en_US
dc.type	Chapter
utslib.location	Germany	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Germany	en_US
pubs.publication-status	Published	en_US

Abstract:

In a number of countries, including Australia, vocational education and training (VET) teachers often begin teaching without teaching qualifications or prior experience related to teaching. In such circumstances, mentoring is commonly identified as an appropriate strategy to support teacher learning. However, access to mentoring for new teachers can be complex. Further, even when mentoring is available, it does not always provide strong support for teacher learning. Drawing on evidence from a 2-year longitudinal study of the learning of novice VET teachers, and using the theory of practice architectures, this chapter addresses two key areas related to teacher learning through mentoring: access to mentoring; and mentoring as it inter-relates with other ‘practices that support learning’ (PSLs). The chapter explores the practice architectures that enabled and constrained teacher access to both formal and informal mentoring. Additionally, the chapter uses the theory of ecologies of practices in a modified way to explore the practices that support learning in four of the case studies from the broader study. It does this by looking at the inter-relationships between mentoring and other PSLs. In two of these cases, inter-related PSLs that worked together to strongly support teacher learning are identified, and the concept of a trellis of PSLs is outlined.

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http://hdl.handle.net/10453/126109