Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Mentoring of newly qualified teachers in early childhood education and care centres
International Journal of Mentoring and Coaching in Education Pub Date : 2019-12-13 , DOI: 10.1108/ijmce-02-2019-0040
Wiebke Klages , Magritt Lundestad , Paul Robert Sundar

The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs).,Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres.,Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre.,The study is a qualitative research inquiry in a specific context and may not be representative for larger groups. Further studies could include larger samples of leaders and NQTs. Such studies could focus on the balance between NQTs’ individual needs and organizational needs, and how NQTs are included in the organization’s collective reflection and action.,The study provides insights into how leaders as mentors in their dual roles try to meet both the needs of the individual NQT and the needs of the organization. It also identifies and highlights some of the challenges that leaders must cope with in their dual roles. The paper benefits those working in such dual roles and in the education of mentors and leaders.,The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools. In ECEC centres, the leader is responsible for mentoring NQTs and other staff members. This study shows different ways of conceptualizing mentoring with NQTs in the role as leader.

中文翻译:

在幼儿教育和照料中心指导新任教师

本文的目的是介绍和讨论挪威幼儿教育和护理(ECEC)中心的领导者在与新任合格的幼儿教师(NQT)进行指导实践时对“领导和指导”的看法之间的对比。半结构化定性在挪威ECEC中心对八位领导人进行了访谈。作为领导人和导师的双重领导在指导NQT方面有不同的方向。本文将调查结果作为两个主要方向介绍:个人和组织方向。以个人为导向的领导者作为导师,专注于个人需求和NQT的支持。以组织为导向的领导者作为导师,强调员工团队的集体反思和学习,并在ECEC中心的各种学习过程中纳入NQT。该研究是在特定情况下的定性研究探究,可能无法代表较大的群体。进一步的研究可能包括更大的领导者和NQT样本。这样的研究可以侧重于NQT的个人需求和组织需求之间的平衡,以及NQT如何包含在组织的集体思考和行动中。该研究提供了关于领导者如何在其双重角色中扮演导师的角色,以满足其两个需求的见解。个人NQT和组织的需求。它还确定并强调了领导者在双重角色中必须应对的一些挑战。该论文有益于那些在双重角色中以及在指导者和领导者的教育中工作的人。该研究有助于人们更多地了解领导者对领导和组织的看法如何影响他们与NQT的指导。这项研究与学校等其他教育环境中的领导者有关。在ECEC中心,领导者负责指导NQT和其他工作人员。这项研究显示了在领导者角色下,与NQT一起概念化指导的不同方法。
更新日期:2019-12-13
down
wechat
bug