Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring

Research output: Contribution to journalArticlepeer-review

Abstract

In this paper, we report on a mentoring programme which provides an accreditation pathway to a master's level qualification. The paper served three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice-expert mentoring relationships with limited facility for critical inquiry. Second, we present an evolving theoretical framework for productive mentoring based on our critique of a preferred academic literature and interactions with mentor teachers, school principals and teacher educators. We proactively encouraged an awareness of societal norms and traditions that can appear as counterculture to critical thinking. Lastly, we consider some implications for productive mentoring as an academic, caring and professional practice within a continuum of teacher education.

Original languageEnglish
Pages (from-to)465-482
Number of pages18
JournalMentoring and Tutoring: Partnership in Learning
Volume19
Issue number4
DOIs
Publication statusPublished - Nov 2011

Keywords

  • caring and professional agency
  • contextually responsive
  • critical thinking
  • expedient reductionist models
  • four principles
  • productive mentoring

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