Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring

In this paper, we report on a mentoring programme which provides an accreditation pathway to a master's level qualification. The paper served three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice-expe...

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Bibliographic Details
Published in:Mentoring & tutoring 2011-11, Vol.19 (4), p.465-482
Main Authors: Mooney Simmie, Geraldine, Moles, Joanne
Format: Article
Language:English
Subjects:
Accreditation
Caring
caring and professional agency
contextually responsive
Critical Thinking
expedient reductionist models
Foreign Countries
four principles
Graduate Students
Inquiry
Ireland
Masters Degrees
Mentoring programs
Mentors
Principals
productive mentoring
Professionals
Program Effectiveness
Teacher education
Teacher Educators
Teachers
Theories
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Summary:In this paper, we report on a mentoring programme which provides an accreditation pathway to a master's level qualification. The paper served three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice-expert mentoring relationships with limited facility for critical inquiry. Second, we present an evolving theoretical framework for productive mentoring based on our critique of a preferred academic literature and interactions with mentor teachers, school principals and teacher educators. We proactively encouraged an awareness of societal norms and traditions that can appear as counterculture to critical thinking. Lastly, we consider some implications for productive mentoring as an academic, caring and professional practice within a continuum of teacher education.
ISSN:1361-1267
1469-9745
DOI:10.1080/13611267.2011.622081