What knowledge, understanding and skills does a mentor of beginning physical education teachers need?

Julia Lawrence, Jane Woolliscroft

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter aims to support mentor to identify and develop some aspects of knowledge, understanding and skills in order to provide a beginning physical education teacher with the support, direction and guidance they need. It looks specifically at reflective practice and at working with a beginning teacher as a learner. In developing reflective practice, mentors are asked to reflect on both their teaching and their mentoring in order to develop their own ability to reflect and to be able to support a beginning teacher to reflect. The chapter considers the importance of different approaches to mentoring in enabling mentor to effectively support a beginning teacher. The work of van Ginkel identifies two approaches to mentoring: 'bifocal' and 'instrumental'. In bifocal mentoring, the focus is on beginning teacher learning development. In instrumental mentoring, the focus is on effectiveness and is more criterion based, suggesting that the mentor takes a more didactic approach.
Original languageEnglish
Title of host publicationMentoring Physical Education Teachers in the Secondary School
Subtitle of host publicationA Practical Guide
EditorsSusan Capel, Julia Lawrence
Place of PublicationLondon
PublisherRoutledge
Chapter6
Pages74-82
Number of pages9
Edition1
ISBN (Electronic)9781315163444
ISBN (Print)9781138059641, 9781138059658
DOIs
Publication statusPublished - 2019
Externally publishedYes

Publication series

NameMentoring Trainee and Newly Qualified Teachers
PublisherRoutledge

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