Learning About Being Effective Mentors: Professional Learning Communities and Mentoring

Citation data:

CONFERENCE: Procedia: Social and Behavioral Sciences: 3rd World Conference on Learning, Teaching and Educational Leadership

Procedia - Social and Behavioral Sciences, ISSN: 1877-0428, Vol: 93, Page: 1291-1300

Publication Year:
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Repository URL:
https://works.bepress.com/suzanne_hudson/35; https://epubs.scu.edu.au/educ_pubs/992; https://epubs.scu.edu.au/educ_pubs/1672
Hudson, Peter B.; Hudson, Sue M.; Gray, Brian; Bloxham, Ray
Elsevier BV
PLC; professional learning community; leadership; mentoring; Professional learning community; Leadership; Mentoring; PLC, Professional learning community, Leadership, Mentoring; 130200; Education
article description
This study aimed to explore experienced mentors’ understandings about professional learning communities (PLCs), mentoring and leadership. This research analyses audio-taped transcripts and written responses from 27 experienced mentors who operate in varied roles (e.g., university academics, school executives, teachers, learning support personnel). Findings indicated that PLCs can provide professional renewal for existing teachers and that mentoring within PLCs can further advance knowledge about effective practices. PLCs can include other staff members and key stakeholders (e.g., preservice teachers, teacher aides) who can contribute to the learning within the group. Mentoring and PLCs can be cost-effective strategic levers for advancing professional knowledge.