ECE pedagogy as an insight into educative mentoring

Presentation at NZEALS conference

Dunedin, 2016.

Barbara Watson

20 April, 2016

• Overview of my study

• Educative mentoring

• Pedagogy vs andragogy

• Using ECE pedagogy as an insight into

educative approaches

Introduction

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Rationale: A lack of research into mentoring in ECE, particularly in education and care Contexts: Three purposively selected education and care contexts - privately owned - community based - ‘corporate’ centre Question: How might a bioecological frame explain the complexity of induction and mentoring in education and care settings?

My PhD study

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Methodology:

• A case study in multiple settings

• Document analysis

• Focus groups

• Individual interviews

• Videoed observations & mentoring conversations

• Conversations about the videos

Analysis:

• Thematic analysis

• Context, people, processes

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“… is an approach that fosters an inquiry

mindset in both mentor and mentee…educative

approaches to mentoring are focused on

developing reflective, agential teachers who

positively affect learner outcomes.”

-Watson (2015) citing Feiman-Nemser (1998).

Educative mentoring

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Even when mentors know

the expectation they often

find it hard to adopt

educative approaches.

It’s not easy!

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Current mentoring practice

Desired (educative) mentoring practice

I’ve been thinking about how I mentor and I reckon it would be better if I worked with Emma (PCT) more like I do with the children.

- Hayley

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I think I need to stop telling her what to do… Stop suggesting things and getting her to try and sort out the answer for herself. It’s what I do with the children so I don’t know why don’t I do it with Julie.

- Tanya

Familiar pedagogical strategies

Current mentoring practice

Desired (educative) mentoring practice

Knowles (1970) assumptions:

1: Self-concept moves from dependency to self-direction

2: An accumulating reservoir of experience

3: Readiness becomes increasingly oriented towards

social roles

4: Learning orientation becomes less subject centred

and more problem-centred

Pedagogy vs androgogy

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Pedagogy vs androgogy

• Transmission of skills and knowledge

• Teacher’s role didactic instructor

• Learning conducive environment

• Facilitator & collaborator

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Learning is socially and contextually based

Teaching is credit based

Āko - reciprocity

Learner-led, interest based curriculum

Dispositionally focused

Individual approaches

Some keys aspects of ECE pedagogy

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Learning is socially & contextually based

ECE pedagogy

• Learning occurs within the wider context of home/centre

• Parents aspirations are supported

• Children’s relationships with people, places and things are valued

Educative mentoring

• Learning occurs with the support of the whole centre

• Beliefs/values are explored

• PCT prior knowledge and experiences are valued

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Teaching is credit-based

ECE pedagogy

• Children are seen as capable

• Mistakes are viewed as learning opportunities

• What children can do is the foundation

Educative mentoring

• PCT expertise and knowledge is valued

• Mistakes are viewed as opportunities for inquiry

• Focused on positive outcomes for children

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Āko – reciprocity

ECE pedagogy

• Teachers and children are seen as co-learners

• Children contribute to planning

• Children support the learning of other children

Educative mentoring

• Mentor engages with PRT as a co-learner

• Goals (PCT & mentor) are co-constructed

• Joint assessment / planning of curriculum

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Learner-led, inquiry-based curriculum

ECE pedagogy

• Children’s interests form the basis of curriculum

• Children set goals for their learning

• Supports goal-setting and self-assessment

Educative mentoring

• PCT drives the process & works productively towards their goals

• Professional agency is developed

• Supports analysis and development of next steps

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Dispositionally focused

ECE pedagogy

• Holistic

• Curiosity

• Problem-solving

• Risk-taking

• Independence

• Collaboration

Educative mentoring

• Holistic

• Curiosity

• Problem-solving

• Risk-taking

• Independence

• Collaboration

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Individualised approach

ECE pedagogy

• Programme is planned around children’s strengths and interests

• Teaching strategies are tailored to individual’s learning needs

Educative mentoring

• PCT learning is supported through a planned I&M programme

• Mentoring strategies are tailored to individual’s learning needs

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This presentation has proposed that:

• Mentors may find the shift to educative

mentoring challenging

• Using what mentors know about ECE pedagogy

may be a useful bridge into educative mentoring

approaches

Conclusion

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• Do you feel that this idea about considering “transfer” of ECE pedagogy to educative mentoring is valuable?

• What would you challenge or question?

• What else would you add to strengthen this idea?

Discussion

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Davenport, J. & Davenport, J.A. (1985). A chronology and analysis of the andragogy debate.

Adult Education Quarterly, 35(3), 152-159.

Feiman-Nemser, S. (2001b). Helping novices learn to teach. Journal of Teacher Education,

52(1), 17-30.

Hedges, H. (2010). Whose goals and interests? The interface of children’s play and teachers’

pedagogical practices. In L. Brooker & S. Edwards (Eds.), Engaging play (pp. 25–38).

Maidenhead, UK: Open University Press.

Holmes, G. & Abington-Cooper, M. (2000). Pedagogy vs andragogy: A false dichotomy? The

Journal of Technology Studies, 24(2).

Knowles, M.S. (1970). The modern practice of adult education: Andragogy vs pedagogy. New

York: Association Press.

Langdon, F. J. (2013). Evidence of mentor learning and development: An analysis of New

Zealand mentor/mentee professional conversations. Professional Development in Education,

40(1), 36-55. doi:10.1080/19415257.2013.833131

Langdon, F. J., Flint, A., Kromer, G., Ryde, A., & Karl, D. (2011). Induction and mentoring pilot:

Primary. Leading learning in induction and mentoring. Wellington: New Zealand Teachers

Council.

References

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Meade, A. (2015). Foreward: Mentoring in ECE: A compilation of thinking, pedagogy and

practice. In Murphy, C. & Thornton, K. (Eds). Mentoring in early childhood education: A

compilation of thinking, pedagogy and practice. (pp. xix-xxiv). Wellington, N.Z: NZCER.

McKenzie, L. (1977). The issue of andragogy. Adult Education, 27 (4), 225-229.

NZ Teachers Council (2010). Registered teacher criteria handbook. Wellington, NZ: Author.

NZ Teachers Council (2011). Professional learning journeys: Guidelines for induction and

mentoring and mentor teachers. Wellington, NZ: Author.

Wang, J., & Odell, S. (2002). Mentored learning to teach according to standards-based reform: A

critical review. Review of Educational Research, 72(3), 481-546.

Watson, B. (2015). Becoming an effective mentor in early childhood settings: One programme in

action. In Murphy,C. & Thornton, K. (Eds). Mentoring in early childhood education: A

compilation of thinking, pedagogy and practice. (pp. 14-24). Wellington, N.Z: NZCER.

Williams, B. (2015). What mentoring approaches are revealed in mentoring conversations

between early childhood mentors and provisionally registered early childhood teachers?

(Unpublished Master of Professional Studies). The University of Auckland, Auckland, New

Zealand.

References

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