In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become equal receivers and disseminators of knowledge regarding teaching and learning. A qualitative approach was employed through a four-phase, sequential data collection strategy to gather the narrative data collated. Interviews, reflective pro-formas, workshops and open-ended questionnaires were used as instruments to collate narrative data concerning the peer-mentoring experiences of four student teachers. The data was analysed utilising an interpretive phenomenological analysis approach. The student teachers involved in this study were selected from a purposive sample. Importantly, the participants selected demonstrated professional characteristics which resonated with the aims of this study. A conceptual framework was designed to capture and examine six dimensions of collaborative mentoring in which student teachers could explore aspects of their own teaching practice through action research. The findings generated within the study point towards a range of contexts and challenges concerning peer-mentoring. The findings revealed that the mentoring dimensions used to stimulate meaningful reflection influenced professional development, while the challenges presented issues concerning; trust, power and time. However, the findings also indicate that challenges to peer-mentoring are not insurmountable. This particular study contends that further research is recommended into: firstly, how educational institutions can create supportive, collaborative learning cultures; secondly, how can reflective practice be encouraged throughout professional teaching careers; and finally, how can the challenges of peer-mentoring be minimised in attempting to encourage such endeavour among student teachers.

This research investigated elementary classroom teachers' experiences in a collaborative learning community (CLC) on the topic of supporting the literacy learning of students with characteristics of ADHD. Five general education classroom teachers participated in biweekly CLC meetings over a 5-month period. Qualitative methods of data gathering were employed in the form of participant observations in the classroom and during 9 CLC meetings. Participants were also interviewed three times. The first interview was conducted before the CLC meetings began, the second interview was conducted immediately after formal CLC meetings had ceased, and the final interview was conducted 6 months after meetings had ended. Three main findings emerged from the research. First, participants' literacy teaching of their students with characteristics of ADHD was positively influenced as a result of their participation in the CLC. This positive influence came through an interaction of factors related to their knowledge, skills, attitudes, and beliefs. It also resulted from a reconceptualization of both their understanding of their students with characteristics of ADHD and of themselves as literacy teachers. Second, certain aspects of the CLC contributed to this positive outcome. These aspects were the opportunity to work with colleagues, participant control over the format and content of CLC, and repeated opportunities to reflect on and refine teaching practice. Third, personal and contextual factors shaped the participants' experiences within the CLC. Participants who had challenges during their own schooling were more driven and committed to understand and respond to their students’ diverse learning needs. Participants with the most number of years of teaching experience had a more fully realized skill set, higher levels of self-efficacy, and lower levels of stress related to teaching and meeting the needs of their students with characteristics of ADHD. Implications for school literacy teaching, preservice education, in-service education, and future avenues for research are discussed in light of the findings.

This research investigated elementary classroom teachers' experiences in a collaborative learning community (CLC) on the topic of supporting the literacy learning of students with characteristics of ADHD. Five general education classroom teachers participated in biweekly CLC meetings over a 5-month period. Qualitative methods of data gathering were employed in the form of participant observations in the classroom and during 9 CLC meetings. Participants were also interviewed three times. The first interview was conducted before the CLC meetings began, the second interview was conducted immediately after formal CLC meetings had ceased, and the final interview was conducted 6 months after meetings had ended. Three main findings emerged from the research. First, participants' literacy teaching of their students with characteristics of ADHD was positively influenced as a result of their participation in the CLC. This positive influence came through an interaction of factors related to their knowledge, skills, attitudes, and beliefs. It also resulted from a reconceptualization of both their understanding of their students with characteristics of ADHD and of themselves as literacy teachers. Second, certain aspects of the CLC contributed to this positive outcome. These aspects were the opportunity to work with colleagues, participant control over the format and content of CLC, and repeated opportunities to reflect on and refine teaching practice. Third, personal and contextual factors shaped the participants' experiences within the CLC. Participants who had challenges during their own schooling were more driven and committed to understand and respond to their students’ diverse learning needs. Participants with the most number of years of teaching experience had a more fully realized skill set, higher levels of self-efficacy, and lower levels of stress related to teaching and meeting the needs of their students with characteristics of ADHD. Implications for school literacy teaching, preservice education, in-service education, and future avenues for research are discussed in light of the findings.

No description available.