Perspectives on teacher standards in the mentoring process: Insights from mentors and early career teachers in an Australian context

Article


Larsen, E., Curtis, E., Nguyen, H.T. and Loughland, T.. 2023. "Perspectives on teacher standards in the mentoring process: Insights from mentors and early career teachers in an Australian context." Educational Review. https://doi.org/10.1080/00131911.2023.2243393
Article Title

Perspectives on teacher standards in the mentoring process: Insights from mentors and early career teachers in an Australian context

ERA Journal ID20015
Article CategoryArticle
AuthorsLarsen, E., Curtis, E., Nguyen, H.T. and Loughland, T.
Journal TitleEducational Review
Number of Pages17
Year2023
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN0013-1911
1465-3397
Digital Object Identifier (DOI)https://doi.org/10.1080/00131911.2023.2243393
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/00131911.2023.2243393
Abstract

Mentoring programmes are considered a core component of professional learning approaches for early career teachers (ECTs) as they commence in and progress through the first few years in the profession. Mentoring in the contemporary Australian context, however, is situated within a culture of high teacher standardisation, as is the case in numerous countries across the word. The Australian Professional Standards for Teachers (“the Standards”), for example, are the measuring device against which full teacher registration of ECTs is awarded as well as being put forward as the framework that informs teacher goal setting and development. In such circumstances, lines between mentoring purposed for teacher growth and for accountability may be blurred, and mentoring may be delimited to teachers’ work privileged in the Standards. In this paper, we report on data collected and thematically analysed from semi-structured interviews with 15 mentors and 15 ECTs from eight independent schools across Queensland and New South Wales in Australia about the role of the Standards in their mentoring work. Findings demonstrated that these mentors and ECTs address the Standards during mentoring ranging from regulatory to developmental to cursory. These findings have implications for the development of mentoring programmes, in Australia and elsewhere, where mentoring occurs in neoliberal cultures of audit.

KeywordsTeacher standards; mentoring; early career teachers; mentors; education policy
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390201. Education policy
Byline AffiliationsUniversity of Southern Queensland
University of New South Wales
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