The mentoring mindset: a constructivist perspective?

Abstract

Abstract Internships have been explored as potentially valuable routes for extending teacher education. However, the ways in which the beliefs, values and attitudes (platform) of the mentor interacting with that of the associate teacher shape the internship, have not been investigated. Even though particular emphasis here is on the role of the mentor, because mentors are in the situation of working with many associate teachers, the platforms of both mentors and associates were considered as important in constructing the professional learning environment and the outcomes of professional development achieved. The platform, which is the basis of practice, is therefore also nominated here as a mindset. As the mentoring mindset is rarely explicit then the mentoring practice often is a revelation. These concepts are illustrated through the use of cases and conclusions drawn regarding the constructivist perspective of the mentoring mindset.