Figure 1 - available via license: Creative Commons Attribution-NonCommercial 4.0 International
Content may be subject to copyright.
The four stages of the Katz model, modified from Katz (1972).
Source publication
The mentoring needs of novice early childhood educators are identified within the British Columbian context, where graduates do not receive formal mentoring. Following a description of the problem, a literature review is provided on the following themes: how mentoring facilitates a culture of learning; characteristics of successful mentors; and the...
Context in source publication
Context 1
... attempting to understand the needs of novice early childhood educators, it can be helpful to draw on theories of educator development. Katz (1972) proposed a theoretical model for the stages of early childhood educators (see Figure 1). The first stage, survival, as its name suggests, is where the educator simply tries to get through the day or week, and this can last up to one year. ...
Similar publications
New library and information science professionals, without previous experience in information organizations, are often left adrift, unsure how to apply theory or best practice to a new work environment. To bridge this gap, mentoring and coaching opportunities are often employed (or mandated) to provide new practitioners with required skills, knowle...
Citations
... Mentoring has its roots in ancient Greek mythology, when Ulysses entrusted Mentor, a devoted and trustworthy friend, with the care of his infant son Telemachus (Wong & Waniganayake, 2013;Irby, et al., 2020). In addition to serving as Telemachus's mentor and protector, the mentor also served as a tutor, adviser, and enforcer while his father was away (Doan, 2013;Eby, et al., 2007). This type of mentoring was intended to help Telemachus develop the abilities and information necessary to be a capable and responsible citizen (Agbamu, 2018;Ambrosetti, 2016). ...
Purpose: This study aimed to support novice teachers in teacher education institutions in Ghana on how mentoring and supported teaching in schools (STS) can be used to shape the novice teacher's thought on the school profile dimension throughout the mentoring relationship. The purpose is to review literature on mentoring using Hudson's five factor mentoring model process and STS and think through how mentoring and STS can be improved in teacher preparation. The Hudson's five factor model of mentoring was used as the conceptual framework. Methodology: The study was conducted using document analysis (secondary data sources), such as reports, online papers, or datasets that have already been gathered from Google, ERIC, Research gate, and Academia. Findings: The findings of the study were that the STS has created an opportunity for mentors to spend time with their mentees and share their professional and pedagogical experiences. Again, it is believed that structured mentoring, feedback and reflection would enhance the student teacher's capacity to succeed. Unique Contribution to Theory, Practice and Policy: The study suggests that there should be ongoing professional development for mentors, structured mentoring programmes, feedback and reflection mechanisms to check for coherence through assessment procedures and monitor students' progress. Case study research can also serve to illuminate both positive and problematic aspects of the STS mentoring.
... What is succinct is that mentoring is not as simple as lighting one candle after another, with the 'knowledge flame' never truly dying as it is continually transmitted from mentor to mentee (Pagano, 2013). Nevertheless, it is worth all the while since successful mentoring may foster a learning culture in which both the mentor and the mentee can gain knowledge (Doan, 2016). ...
With the approval and dissemination of CHED Memorandum Order Number 15,
Series of 2019 in the Philippines, graduate students both in the Master of Science/Master of Arts Academic Track and Doctor of Philosophy Academic Track/Doctor of Philosophy by Research are now compelled to publish or, at least, show evidence of acceptance of research studies in refereed journals, or nationally or internationally indexed journals. Coriat (2019) claims that the value of research to society and its relationship to wealth and competitiveness has long been established. But then, developing countries’ embrace, as in the case of the Philippines, of international publishing standards has received little attention (Vuong, 2019). As a result, publication pollution is growing by the day since developing-country writers including Filipino researchers lack expertise and mentoring (Jawaid, 2016). Thereupon, this policy review brings to the fore various deterrents in the fruition of students’ publications, pertinent questions than can stir waves of reflection among readers, professors, and administrators, to name a few, and mentorship as the saving grace for the emerging problems. Mentorship in this article means that the mentor and the mentee work hand in hand from research ideation to research presentation or publication
... Several different approaches to ECE PD are reflected in the literature: (1) Coaching models (e.g., McLeod, Hardy, & Grifenhagen, 2019;Shannon, Snyder, & McLaughlin, 2015;Snyder, Hemmeter, & Fox, 2015;Zwart, Korthagen, & Attema-Noordewier, 2015). (2) Peer mentoring and/or communities of practice (e.g., Doan, 2013;Jensen & Brandi, 2018;Jensen & Walker, 2021;Kuh, 2012;Morrissey & Nolan, 2015;Nolan, Morrissey, & Dumenden, 2013;Ratner, Bocknek, Miller, Elliott, & Weathington, 2018;Recchia & Puig, 2019;Scanlan & Zisselsberger, 2015;Thornton & Cherrington, 2018;Trust et al., 2018. (3) models emphasizing collaborative dialogue and reflection (e.g., Brown & Weber, 2019;Claiborne, Cornforth, Milligan, & White, 2015;Colmer, 2017;Harcourt & Jones, 2016;Loizou & Recchia, 2017;Machado, 2019;Quinones, Li, & Ridgway, 2018;Ulvik & Riese, 2015). ...
... Yet, we distinguish our model from mentorship and community of practice. While mentorship programs can be accessible and effective ways to develop a sense of professionalism and self-confidence in one's practice (Doan, 2013), they do not challenge educators to address their own practice as ethico-political (e.g., that their practice involves ethical and political decisions, as Dahlberg et al. suggest). And, while the notion of a community of practice was important in devising our model, much of the existing research in this area focused on sharing "experiences and tensions" (Luguetti et al., 2019) in professional practice, whereas our model attends to the political and structural aspects of educational contexts in which educators work. ...
Despite the burgeoning literature that describes the most effective ways of engaging early childhood educators in professional learning, very little empirical work in North America has examined the processes, dialogs, and engagements in which educators participate to address quality as a social construct. This article (1) describes a model of professional learning trialed in western Canada that supports educators to engage with social constructionist scholarship on quality and (2) reports on the educators’ and pedagogical facilitators’ experiences with this model. Using a qualitative methodology, the article analyzes data from interviews, focus groups, and open-ended questionnaires completed by educators and pedagogical facilitators. The study’s findings suggest the importance of creating professional learning opportunities that respond to contextual and current conditions over extended periods of time. More importantly, our results show that PD that engages quality as a social construct requires both a multidimensional approach with a wide variety of learning modalities, and the critical role of a skilled pedagogical facilitator who challenges educators to interrogate the ethico-political aspects of early education. The findings of this study have implications not only for the professional learning of early childhood educators but also for early education systems in Canada and abroad.
... This means that the example shown in early childhood involves all aspects ranging from cognitive, affective, and psychomotor. Parenting at an early age is essential and valuable, and is part of the formation period throughout human life (a noble and malleable phase of human life) (Doan, 2013). ...
A temper tantrum is an emotional disorder in children through excessive emotional outbursts such as shouting and crying and is characterized by aggressive body movements caused by parenting. Parenting patterns significantly impact the next child's growth and development. The purpose of the study was to determine how much influence parenting styles have on temper tantrum behavior in children aged 3-7 years. The research was conducted in Garon Village, Kawedanan District, Magetan Regency. The research method uses a descriptive quantitative approach. The number of samples in this study was 40 parents who have children aged 3-7 years. The sampling technique used was a simple random sampling technique. They are collecting data in the study using a questionnaire. The data analysis technique used is multiple linear regression analysis with SPSS. The results showed that authoritarian parenting significantly influences physical, aggressive tantrum behavior in children with a t-count = 1.906, greater than the t table = 1.689. Second, democratic parenting substantially influences children's physical, aggressive tantrum behavior with a t-value = 1.743, which is greater than the t-table value = 1.689. Third, permissive parenting substantially affects children's physical, aggressive tantrum behavior with at count = 3.067, which is greater than the t table = 1.689. Parenting applied by parents has a significant influence on children's behavior, so it is hoped that parents will pay more attention to the parenting used according to the child's development to avoid temper tantrums.
... Studies have demonstrated how mentoring programs and professional learning impact upon leadership practices. Team-based mentoring has been shown to be transformational, synergistic with authentic leadership, drawing on emotional intelligence and leading to the development of relationships within the team (Denee & Thornton, 2017;Doan, 2013;John, 2008;Nimmo & Park, 2009). When combined with CR to support the mentoring role, leadership that is grounded in relational trust, idealized influence and individual consideration is possible (Brownlee et al., 2010;Doan, 2013;Fleming & Love, 2003;John, 2008). ...
... Team-based mentoring has been shown to be transformational, synergistic with authentic leadership, drawing on emotional intelligence and leading to the development of relationships within the team (Denee & Thornton, 2017;Doan, 2013;John, 2008;Nimmo & Park, 2009). When combined with CR to support the mentoring role, leadership that is grounded in relational trust, idealized influence and individual consideration is possible (Brownlee et al., 2010;Doan, 2013;Fleming & Love, 2003;John, 2008). ...
Team-based leadership is increasingly recognized as valid for raising workplace quality. Developing effective teams of leaders, though, is barely understood, scantly researched and not simple or straightforward. Mentoring has been recognized as valuable within teams and with the support of critical reflection can assist in augmenting team-based leadership. This paper presents findings from an action research project in an early childhood center that was nested within a larger practitioner research project. Using action research, practitioner researchers investigated the conceptual interrelationships between team-based leadership, team-based mentoring, and critical reflection. Sociocultural theory underpinned the interactive and collaborative project. A framework for mentoring and critical reflection was developed and implemented to support critical mentoring for team-based leadership. Findings indicated that complex and abstract concepts can be combined to strengthen team-based leadership through mentoring and critical reflection. We argue this was made possible through action research. Our purpose in disseminating this research is to give glimpses into complex and iterative action research processes; to show that clarifying and integrating key concepts enabled the full potential and impact of the work to be realized; and to contribute to the knowledge by showing that action research is a powerful approach for addressing quality issues.
... I therefore felt comfortable including the event as described, having tried to do right by both Jessica and Holly. This event however reinforced my conviction that there needs to be on-going mentoring and coaching support for educators in the field, for educators to be able to continue their personal and professional development (Doan, 2013;Gasper and Walker, 2020), to be able to deliver on Article 3.3 and children's right to suitable staff and competent supervision. ...
The UN Convention on the Rights of the Child (UNCRC) is one of the most widely-ratified international human rights treaties in history, with all but one country in the world having ratified it (UNTC, 2019), yet few adults working in educational settings use the UNCRC as a frame of reference to guide practice (Reynaert et al., 2012). The main reason offered by Reynaert et al. being the lack of knowledge and understanding of how this legal document relates to pedagogical practice. This research therefore set out to explore the concept of child rights pedagogy with a particular focus on children under three years, as children’s rights research to date has mainly focused on verbal children (Bae, 2010; Covell and Howe, 2008; 2011; Quennerstedt, 2016; Sebba and Robinson, 2010; UNICEF, 2019c). Considering the growing number of children under the age of three in some form of out- of-home care across Europe today (DfE 2018; OECD, 2017), this stands out as an under researched area.
My central research question in this qualitative case study was therefore: ‘What does child rights pedagogy entail in Early Childhood Education and Care?’ in relation to two-year-old children in particular. To answer this question, a 5-level theoretical framework was developed in the desk-based stage as the foundation for this interpretivist, multi-site case study. Primary data were collected in England and Finland through participant observations, focus group discussions, semi-structured interviews and informal conversations. The analysis process was inspired by Braun and Clarke’s (2006) approach to qualitative data analysis and Gremler’s (2004) guidelines for analysing critical incidents. When searching for meaning in children’s experiences, the in-depth interpretation was inspired by phenomenology as defined by van Manen (1997; 2014) as well as Kraus’ epistemological (2015) understanding of lifeworld and life conditions, that was expanded on with the concept of life interactions. Common ethical criteria were considered in line with university guidelines, but in addition a 4-stage rights-based framework, linking ethical considerations to Articles of the UNCRC, was also developed and followed in this study.
The observational data, collected with an innovative observational method developed for this study, the Significant Events Approach to Children’s Rights, revealed issues, priorities and concerns two-year-old children have, suggesting there are some rights that are more relevant than others in early childhood. Just as the UNCRC as a whole has four General Principles for children 0-18, this study suggests there are Guiding Articles for Early Childhood Education and Care. Drawing on Frezzo’s (2015) notion of rights bundling, new conceptualisations of existing Articles are suggested based on these Guiding Articles.
This research makes several contributions to knowledge from revealing how the concept of rights bundling, derived from property law, was used to create new conceptualisations of Articles of the UNCRC, to detailing an ethical rights-based process for research and work with children, and suggesting how Kraus’ (2013; 2015: 2) reformulation of the term “lifeworld” (Lebenswelt) and “life conditions” (Lebenslage) together with my notion of life interactions (Lebensinteraktion) can frame interpretations of observations in order to get a deeper more nuanced and relational understanding of children’s lived experiences in relation to children’s rights (Cole-Albäck, 2019). Most importantly, this thesis illustrates how the UNCRC is relevant to and can be used more actively as a frame of reference to guide pedagogical practice in order to make a difference to young children’s everyday experiences in early childhood settings providing education and care for children under the age of three. By using the Significant Events Approach to Children’s Rights developed for this study researchers and educators can capture what is important to young children, for understanding their rights as expressed through their interests, priorities and concerns without having to rely on language. Overall, this research presents a definition and articulation of child rights pedagogy, based on a 5-level theoretical framework, and what it may entail in early childhood education, bringing to life the relationship between children’s rights and young children’s everyday experiences.
... Efficient program of professional development should be focused not only on obtaining specific knowledge and mastering teaching technics but also on development of professional reflection, further mentoring, and supervision [14][15][16]. The main methods of teachers' reflection development are group discussion, feedback, reflective diaries, comparison of own practice with theoretical approaches, mentoring (moreover, both trainee and mentor positions can support reflection development), self-assessment, analysis of video [13,[17][18][19]. ...
Professional development of teachers is recognized worldwide as an important condition for high quality education. According to experimental data, pre-service and in-service training programs of preschool teachers are not always efficient, their interrelation with provisions for quality development in kindergartens is inconsistent. Developing potential of internship as a form of professional growth reduces deficiencies of programs focused on achievements of the kindergarten, on teaching technics without discussion of their worthiness and preschool values, perfunctory discussion, rigidity, organizational disadvantage. The authors discuss the criteria of effective internship. Programs work both to give specific knowledge and master pedagogical techniques, and, at the same time, to develop reflection. Programs support participants to adopt the cycle of pedagogical action. This research is aimed at selection of best practices of preschool education and analysis of their potential in internship. The research participants are Moscow teachers of 50 preschool groups. The groups, ready for internships, demonstrate significantly higher quality of education than the joint sample; however, they experience the lack of competences in work with adults and in development of their reflection. The internship programs elaborated by teachers from high quality groups show some deficiencies, namely, different topics interfere in one short-term program, the main focus is on object-spatial environment but not on interaction, participants’ outcomes are not embodied in any product. Best practices are interested in their own development as well as new sources of motivation. The authors have proposed internship to become a resource of development both for organizers and participants. Each position solves its own problems.
... Multiple models of teacher support have been recognized as effective components of new teacher induction (Bartlett & Johnson, 2010;Dempsey, Arthur-Kelly, & Carty, 2009;Doan, 2013), leading to increased teacher retention, improved pedagogical practice, and enhanced teacher work satisfaction. However, some research has indicated that induction programs that solely rely on one-to-one mentoring are limited in their ability to help new recruits navigate dense urban bureaucracies (Carver, 2004). ...
This reflective narrative explores the voices of two participants in the Early Childhood Professional Mentoring Group (ECPMG), created in response to our graduates’ concerns about their lack of support as they entered the field of inclusive early childhood education. Building on their existing relationships with each other, and with us as their former instructors, the group fostered a community in which our graduates could engage in reciprocal peer support and group problem solving, developing their skills as educators, professionals, and reflective change agents. This model contrasts with other forms of professional development that follow a set agenda facilitated by an assigned leader. The open structure and lack of hierarchy in the group invited spontaneous discussions of daily practices and challenges, and allowed different styles of expression to emerge. Our reflective narrative on our work with the ECPMG highlights the power of peers in providing induction and mentoring support, and the value to teacher educators of listening to multiple voices in hearing new teachers’ stories. We suggest that this type of mentoring be considered as an essential element of early childhood teacher education.
... Students are given opportunities to apply what they are learning in classes through involvement in practica in community-based early learning programs. Students take on increasing levels of program responsibility, with the support of the sponsor educator, who works alongside the student, and the instructor, who is involved in observations and the sharing of feedback (Doan, 2013). When early childhood education students graduate, the relationships change, and while instructors may encourage graduates to stay in contact for additional support (C. ...
p>This purpose of this study was to understand the experiences and needs of beginning early childhood educators in British Columbia. Utilizing a mixed methods approach, the research involved 114 beginning educators who took part in an online questionnaire, 11 of whom also participated in semistructured interviews. The key findings were that the work is both overwhelming and deeply satisfying; the induction support that beginning early childhood educators receive is haphazard; and beginning early childhood educators would like induction support in the form of mentoring or peer support, observations, feedback, and professional development. A model for induction support is presented.</p
... The preparedness of ECE students Further, ECE students as a whole, in this study, did not see themselves as high in knowledge, exposure, and/or experience with schoolbased special education, even following full-time sustained placements in a kindergarten setting with a mentoring classroom relationship, including the requisite modelling, observation, discussion, feedback, and gradual release of responsibility (Doan, 2013). Exposure and/or experience will come with time and future employment in the field if it is indeed true that "everything begins and ends in the continuous flux and flow of experience" (Kolb & Kolb, 2009, p. 300). ...
