Peer-Reviewed Journal Details
Mandatory Fields
Ó Gallchóir C.;O¿Flaherty J.;Hinchion C.
2019
January
Journal Of Education For Teaching
My cooperating teacher and I: how pre-service teachers story mentorship during School Placement
Published
6 ()
Optional Fields
Initial Teacher Education Mentoring School Placement
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Set against a particular policy context in the Republic of Ireland, this study explores the stories of seven pre-service teachers¿ experiences of being mentored during their final School Placement practicum. Their stories were prompted by videos of their School Placement practice and collected using narrative interview methods. Findings suggest the pre-service teachers view their mentors as models for future selves, based on a simplistic dichotomisation of good and bad practices. The results highlight how mentor teachers act predominantly as gate keepers of school culture rather than as a source of support for pre-service teacher learning. Findings are discussed from the perspective of local and international implications for teacher preparation.
0260-7476
10.1080/02607476.2019.1639258
Grant Details