Implications and recommendations for future research

I believe mentor teachers should be effectively trained for their mentoring role and appreciate their unique contributions to identity construction of preservice teachers. Russell and Russell (2011) underscored the necessity of mentor training and argued that even though the teachers know their job, this does not mean they know how to mentor effectively. Schwille (2008) and He (2009), similarly, considered designing, implementing and evaluating mentor training programs critical to the development of

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preservice teachers. Pitton (2006) and Wong (2005) added that the mentoring relationships are most effective when mentors are trained for their roles.

Thus, as Hargreaves and Fullan (2000) commented “all professional work is complex and demanding. Poor professional judgment can result in a patient's death, buildings falling down, or people giving up on their own learning” (p.50). In other words, if mentor teachers are ill-prepared for their role and lack adequate skills in mentoring, this can negatively impact their preservice teachers’ professional development (Russell & Russell, 2011). Conversely, mentor teachers who have adequate preparation are better able to help their preservice teachers with classroom management, problem solving, and lesson planning (Evertson & Smithey, 2000). In addition, mentor teachers equally benefit from training programs as well. Researchers (Carter & Francis, 2001; Feiman- Nemser, 2003; Kelly, Beck, & Thomas, 1992; Pitton, 2006; Schulz, 1995) refer to the benefits of mentor training for mentors including:

 Encouraging reflection on one’s own practices and knowledge

 Developing specific skills such as listening, observing and counselling

 Renewing and revitalizing teachers; and

 Enhancing teachers’ self-esteem and self-confidence

Given the significance of training programs for mentors, recently there has been a few research studies on the design and implementation of such programs; for example, Russell and Russell (2011) designed a two-day workshop for nine mentor teachers in the US and provided strategies for effective mentoring and building positive relationships. The participants in their study asserted that the training program “gave them an opportunity to express their concerns about mentoring student interns, raised their awareness of the importance of the mentoring relationships, and developed their mentoring skills” (p.13). In a study conducted in Australia, Beutel and Spooner-Lane (2009) implemented a mentoring development program to build mentoring capacities in experienced teachers. Their program comprised four Modules completed during two consecutive days and required the participants to reflect on material presented and interpret the research in relation to their own professional context. The findings of this study showed that the mentors’ involvement in the program raised their awareness of

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“(1) how their actions influenced the mentoring relationship, and (2) the importance of taking the time to develop strong collegial relationships with their mentees” (p. 358). Despite research on mentoring, researchers believe mentors often do not receive formal training (Beutel & Spooner-Lane, 2009; Gershenfeld, 2014; Giebelhaus & Bowman, 2002; Russell & Russell, 2011) and less attention is focused on developing and implementing mentor preparation programs. As a result, the mentoring that preservice teachers encounter is often considered hit or miss (Russell & Russell, 2011) which might be a factor contributing to teacher attrition.

In some states in Australia such as NSW, mentor preparation programs have been already designed and incorporated into teacher education programs. However, in WA such programs seem to be still lacking. The informal conversations with a few mentor teachers of this study suggested that they had not received any training before they started their mentoring role. Also, there seemed to be no criteria for screening and recruiting mentor teachers and all teachers who were willing to mentor preservice teachers were welcome to join in regardless of their teaching and mentoring experiences. This research proposes that future research examine the contributions of a comprehensive mentor training program to the professional development of mentor teachers as well as preservice teachers in Australia. It is recommended that researchers use a mixed-methods approach to provide both quantitative and qualitative data on mentoring training programs. Use of online surveys administered to teacher education office across Australia would provide statistical data on current rules and criteria for the recruitment of mentor teachers and the extent to which teacher education programs currently incorporate mentor trainings into their programs. Further research questions to consider are: (1) To what extent do teacher education programs in Australia offer mentor trainings? (2) What percentage of mentor teachers receive training before they start their mentoring roles? (3) Which states currently have/do not have mentor preparation programs? (3) What are the reasons for lack of mentor training in some states?

The data collected from the surveys can be used to look at current mentor training programs and examine their effectiveness. Interviews with mentor teachers who have received training before they started their mentoring roles could provide rich data on the effectiveness of current mentor training programs. Further research questions include:

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(1) What are the main features/components of current mentor training programs? (2) How effective are training programs for mentor teachers? (3) What are the perceived changes in mentor teachers’ perceptions and understanding of their role after receiving the training? (4) What is lacking in current mentor training programs from mentor teachers’ perspectives? (5) Is there any correlation between mentor training and mentors’ readiness for their mentoring roles?

The findings from the interviews would be useful in designing and implementing comprehensive and innovative mentor training programs to address present gaps. Researchers are suggested to select a group of school teachers to investigate the effectiveness of a comprehensive and innovative mentor training program on their professional development. Researchers are recommended to interview the participants before and after the implementation of the mentoring program and document changes in their professional practices. The questions addressed for interviews could include: How ready do you think you are to mentor preservice teachers? What are some of the characteristics of an effective mentor? What are the key components of a successful mentoring relationship? The questions in the second round of interviews conducted after the training could include: How do you define your role as a mentor teacher at this stage? What are the most significant learning outcomes from the training program? Do you think this program has better prepared you to become an effective mentor? The findings of these interviews would provide reliable data on the effectiveness of the designed mentor training program which can be incorporated in all teacher education programs across Australia.

The importance of mentor training to professional development of preservice teachers cannot be overemphasised. As mentioned above, the creation of a new generation of teachers who have a strong sense of who they are as teachers and are passionate and excited about their teaching role hinges upon effective mentor teachers who know how to instil a sense of self-confidence in their preservice teachers and construct their teacher identity. In other words, one way to increase teacher retention is to provide positive and professional mentoring experiences for all preservice teachers during teacher education and this cannot be achieved unless mentor teachers are effectively trained and are familiar with key components of their mentoring role. It is hoped by

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designing mentor training program in Australia we have a higher level of teacher retention.