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Critical thinking, caring and professional agency: an emerging framework for productive mentoring

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dc.contributor.author Mooney Simmie, Geraldine
dc.contributor.author Moles, Joanne
dc.date.accessioned 2015-03-04T12:10:23Z
dc.date.available 2015-03-04T12:10:23Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/10344/4335
dc.description peer-reviewed en_US
dc.description.abstract In this paper, we reported on one mentoring programme in the Republic of Ireland which provides an accreditation pathway to a masterâ s level qualification. The paper serves three purposes. First, informed by selected literature on education, teacher education and mentoring we caution against expedient reductionist models that are based solely on rigid novice-expert mentoring relationships with limited facility for critical co-inquiry or sustained networks for professional knowledge generation (Maynard & Furlong, 1995; Wang & Odell, 2007). Second, we present an evolving theoretical framework for mentoring, productive mentoring, based on our critique of a preferred academic literature, ongoing reflective and reflexive dialogue, the context of our study and observations from interactions with mentor teachers, school principals and teacher educators over a four-year period (Bernstein, 1990, 2000; Darling-Hammond & Bransford, 2005; Lingard, Hayes, Mills & Christie, 2003; Noddings, 2003, 2007). We proactively encourage dialogue which promotes an awareness of societal norms and traditions that can appear as counterculture to critical thinking and professional agency. Lastly, drawing on these findings we present our espoused values as four principles and consider implications for productive mentoring as an academic, caring and professional practice that is contextually responsive within a continuum of teacher education in a rapidly changing society. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis: Routledge en_US
dc.relation.ispartofseries Mentoring & Tutoring: Partnership in Learning;19 (4), pp. 465-482
dc.relation.uri http://dx.doi.org/10.1080/13611267.2011.622081
dc.rights "This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Mentoring & Tutoring: Partnership in Learning 2011 © copyright Taylor & Francis, available online at: http://www.tandfonline.com/ http://dx.doi.org/10.1080/13611267.2011.622081 en_US
dc.subject mentoring en_US
dc.subject teacher education en_US
dc.subject critical thinking en_US
dc.subject productive mentoring en_US
dc.subject professional agency en_US
dc.subject caring en_US
dc.subject conceptual framework en_US
dc.title Critical thinking, caring and professional agency: an emerging framework for productive mentoring en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2015-02-27T01:37:09Z
dc.description.version ACCEPTED
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1414008
dc.internal.copyrightchecked Yes
dc.description.status peer-reviewed


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