Sometimes a novice and sometimes an expert: mentors' professional expertise as revealed through their stories of critical incidents

Drawing on the methodology of critical incidents, this study sets out to explore the perspectives that 20 experienced in-service mentors in Israel adopt towards critical incidents in their work, as they account for how they reason about and act upon these incidents. Mentors' stories of critical...

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Bibliographic Details
Published in:Oxford review of education 2005-12, Vol.31 (4), p.557-578
Main Authors: Orland-Barak, Lily, Yinon, Hayuta
Format: Article
Language:English
Subjects:
Accountability
Beginning Teachers
Berufserfahrung
Education
Educational research
Experienced teachers
Experts
Foreign Countries
Forschungsprojekt
Inservice Teacher Education
Interpersonal Relationship
Israel
Kompetenz
Lehrerausbildung
Master Teachers
Mentor
Mentoring
Mentors
Professionalism
Professionalität
Psychological aspects
Reasoning
Rollenerwartung
Rollenkonflikt
School principals
Student teachers
Teacher Collaboration
Teacher education
Teachers
Teaching
Teaching methods
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Summary:Drawing on the methodology of critical incidents, this study sets out to explore the perspectives that 20 experienced in-service mentors in Israel adopt towards critical incidents in their work, as they account for how they reason about and act upon these incidents. Mentors' stories of critical incidents shed light on the complex nature of mentors' professional expertise, reflected in the finding that experienced mentors' reasoning and behaviour constantly fluctuates between a novice and an expert stage, depending upon the nature of the situation and the type of mentor-mentee interaction that the mentor is confronted with. The study supports the more dynamic, discontinuous and interactionist view of the acquisition of expertise, highlighting the regressions and progressions that play out when experienced professionals take up an additional role, such as in the passage from teaching to mentoring. (DIPF/Orig.).
ISSN:0305-4985
1465-3915
DOI:10.1080/03054980500355468