From teacher to mentor: a case study on the development of mentoring skills

Autores

  • Larissa Goulart Da Silva Universidade de Warwick

DOI:

https://doi.org/10.21680/1983-2435.2017v2n1ID10806

Palavras-chave:

Teacher training. Student-teachers. Mentoring.

Resumo

The purpose of this paper is twofold. First, based on a literature review, the characteristics of a good mentoring practice are presented; and second, based on an action research I analyze how one teacher developed these characteristics (or not) during the process of becoming a mentor. Concerning the first objective, several researchers (MAYNARD, 2000; ORLANDI, 2001; RANDALL; THORNTON, 2001) have addressed the mentoring process. Considering their findings, it is possible to devise a list of good mentoring practices, consisting of characteristics, such as sharing expertise, developing an interpersonal relationship, understanding the mentoring situation, challenging and supporting, among others. Regarding the second objective, the data presented here are transcripts of the interactions between a novice mentor and student-teachers. These interactions show that even though all the characteristics of a good mentor were displayed during these sessions of mentoring, the extent to which they were displayed varies considerably.

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Biografia do Autor

Larissa Goulart Da Silva, Universidade de Warwick

Mestre em Ensino de Língua Inglesa pela Universidade de Warwick, bolsista do Hornby Trust/British Council. Professora do programa Idiomas sem Fronteiras UFRGS.

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Publicado

18-03-2017

Como Citar

DA SILVA, L. G. From teacher to mentor: a case study on the development of mentoring skills. Revista Odisseia, [S. l.], v. 2, n. 1, p. p. 55 – 71, 2017. DOI: 10.21680/1983-2435.2017v2n1ID10806. Disponível em: https://periodicos.ufrn.br/odisseia/article/view/10806. Acesso em: 2 nov. 2024.

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