The Mentor in Reflective Teacher Education:

a case from the teacher education program in Ishikawa prefecture

Abstract

  The form of teacher education is changing dramatically. It is being transformed from the transmission and accumulation of knowledge and skills related to teaching to teacher development through the use and creation of practical knowledge that is generated from various experiences in the classroom. This means a teacher's practical knowledge is crucial and is a functional resource for school-based teacher education. Furthermore, a key point for practical teacher education is reflection by the teacher. The aim of this paper is to describe the process of a teacher's reflection concretely and to explain the function of a mentor in that process by a case study.

  The major functions of a mentor are the following. First, a mentor transmits to a novice teacher knowledge and skills that have been built up through various experiences. However, a mentor who is an expert teacher is not a mere transmitter of knowledge. Novice teachers not only receive useful knowledge and effective skills from a mentor but also establish their "framework" for teaching through reflection on their own teaching, which can be the basis for their practical knowledge for the next lesson. In this sense, it can be said that reflection is a process for reviewing or reorganizing their practical knowledge and their framework for teaching. The collaborative relationship between a mentor and novice teachers functions as an important factor in encouraging them better in their development.

  The teacher education program in this paper is a case rich in suggestions because the main purpose of this program is to encourage novice teachers to develop their teaching skills through being mentored. It provides some descriptions of individual teachers' process of reflection and being mentored. The groups in this program are composed of three to five teachers working in different schools. This point is an outstanding feature of this program and gives participants the opportunity to discuss and exchange ideas about their teaching in different situations. Finally, this paper tries to suggest the effectiveness of the collaborative relationship by describing this case in some depth.