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:
2013
Usage 423
Abstract Views 306
Link-outs 117
Captures 98
Readers 83
Exports-Saves 15
Citations 1
Citation Indexes 1
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
DOI:
10.1016/j.sbspro.2013.10.031
Author(s):
Hudson, Peter B.; Hudson, Sue M.; Gray, Brian; Bloxham, Ray
Publisher(s):
Elsevier BV
Tags:
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.