Mentors for beginning teachers as middle leaders: the messy work of reconextualising

Willis, Jill and Churchward, Peter and Beutel, Denise and Spooner-Lane, Rebecca and Curtis, Elizabeth (2019) Mentors for beginning teachers as middle leaders: the messy work of reconextualising. School Leadership and Management, 39 (3-4). pp. 334-351. ISSN 1363-2434


Abstract

Mentors for beginning teachers in schools are often unacknowledged middle leaders in their schools. Through their work with beginning teachers, they not only provide local leadership in their contexts, they influence and shape the work of the next generation of teachers. Government funded mentor training for the purpose of supporting beginning teachers in Education Queensland schools commenced in 2014 (Queensland Government, 2017). In Queensland, Australia, over 3000 experienced teachers have completed a two-day professional learning Mentoring Beginning Teacher (MBT) programme. Upon completion, mentors were expected to design and enact a mentoring programme that met the beginning teachers’ needs in their context, using the dialogic mentoring principles they had learned to fulfil the policy goals of increasing the number of beginning teachers transitioning to full registration. This article draws on Bernstein’s (2000) concepts of recontextualisation, and horizontal and vertical discourses of knowledge to understand how mentor teachers negotiated and enacted their roles as middle leaders in schools in diverse schooling contexts.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 12 May 2020 04:45
Last Modified: 03 Jun 2020 04:16
Uncontrolled Keywords: leadership; mentoring; middle leadership
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Identification Number or DOI: https://doi.org/10.1080/136324434.2018.1555701
URI: http://eprints.usq.edu.au/id/eprint/38636

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