The effectiveness of a self-reflection tool in supporting the reflective practice of school mentors in Initial Teacher Education

My research study investigates the design, implementation, and refinement of a resource to support the self-reflections of mentors based in school in their professional role within initial teacher education. A self-reflection tool was designed to provide a reference point to enable mentors to critically reflect on their role, encouraging the recognition of their strengths and identifying areas for development. The quality of mentoring within initial teacher education has been criticised as inconsistent for several years and improvement is a national and institutional priority. 

The research study employed a research design-based approach, where mentors were the participants and informed the development of the self-reflection tool. Each mentor provided two sources of data for analysis; an individual interview and an annotated self-reflection tool. 

There were several significant findings from the research study. Critically, all mentors found the self-reflection tool useful in supporting their reflective practice. The graphic representation of the self-reflection tool enabled mentors to more fully appreciate the breadth of the role. This resulted in Mentors annotated documents created individual profiles that were varied, reflecting their uniqueness and that of their student teacher and the context they work in. Mentors indicated that they had not prioritised support for student teachers research and enquiry activities or their own professional learning during this Clinical Practice. Nearly all mentors were able to identify aspects of their role that they would like the opportunity to develop. 

The self-reflection tool stimulated mentors’ reflections on their mentorship practice, enabling critical consideration of their role and the identification of professional learning needs. The self-reflection tool also has the potential to be used within school and across schools to encourage mentors to engage in critical reflective practice and to more effectively target professional learning needs of individual and groups of mentors.  

My research study investigates the design, implementation, and refinement of a resource to support the self-reflections of mentors based in school in their professional role within initial teacher education. A self-reflection tool was designed to provide a reference point to enable mentors to critically reflect on their role, encouraging the recognition of their strengths and identifying areas for development. The quality of mentoring within initial teacher education has been criticised as inconsistent for several years and improvement is a national and institutional priority. 

The research study employed a research design-based approach, where mentors were the participants and informed the development of the self-reflection tool. Each mentor provided two sources of data for analysis; an individual interview and an annotated self-reflection tool. 

There were several significant findings from the research study. Critically, all mentors found the self-reflection tool useful in supporting their reflective practice. The graphic representation of the self-reflection tool enabled mentors to more fully appreciate the breadth of the role. This resulted in Mentors annotated documents created individual profiles that were varied, reflecting their uniqueness and that of their student teacher and the context they work in. Mentors indicated that they had not prioritised support for student teachers research and enquiry activities or their own professional learning during this Clinical Practice. Nearly all mentors were able to identify aspects of their role that they would like the opportunity to develop. 

The self-reflection tool stimulated mentors’ reflections on their mentorship practice, enabling critical consideration of their role and the identification of professional learning needs. The self-reflection tool also has the potential to be used within school and across schools to encourage mentors to engage in critical reflective practice and to more effectively target professional learning needs of individual and groups of mentors.