Mentoring in the Time of Cholera: The case of EFL mentoring in teacher education
Reinventing ourselves and our wisdom of practice …. “… human beings are not born once and for all on the day their mothers give birth to them, but life obliges them over and over again to give birth to themselves .” “ wisdom comes to us when it can no longer do any good.” Gabriel García Márquez Love in the Time of Cholera
Focus Issues that associate with mentoring in the digital space Connecting to extant conceptualizations of mentoring Unattended areas of research, challenges and affordances Trigger further thought Image: https://pixabay.com/illustrations/lens-colorful-background-digital-582605/
Back to Basics … Lauren Resnick , 1987
Learning in School and Out : How School Learning Differs from Other Learning In Individual Symbol Pure Mentation Generalized cognition Manipulation school Learning Out of Shared Tool Contextualized Situated Cognition Manipulation Reasoning Specific school Competencies
Learning in School and Out IN •Positivist paradigm SCHOOL OUT OF •Social Constructivist Paradigm SCHOOL
The case of EFL: Where are we? English curriculum 2020. A differentiation is made between globa obal l can-do Can do’s statements and oper perative e can-do statements. Curriculum “Learners are now required to develop a variety focused on use of of language competences and to use English language both orally and in writing in performing a wide (Domains of range of tasks. ” Language Use)
Learning in the Digital Space- IN? OUT? … In the Hybrid Space between in and out of school One foot in a known area and another in an unknown area https://pixabay.com/photos/ fisherman-fishing-boat-boat-fishing-2739115 /
Learning in the Digital Space IN? OUT? An integrated paradigm. In Individual Symbol Pure Mentation Generalized cognition Manipulation school Learning Eudaemonic Distributed Blended Virtual Cognition Activity Engagement Learning Out of Shared Tool Contextualized Situated Cognition Manipulation Reasoning Specific school Competencies
NEW CONDITIONS Distributed Cognition Cognition and knowledge are not confined to an individual; rather, they are distributed across objects, individuals, artefacts, and tools in the environment to analyze situations that involve problem-solving.
NEW CONDITIONS Distributed Blended Cognition Activity Combines online educational materials and Cognition and knowledge are not confined to an opportunities for interaction online with traditional place- individual; rather, they are distributed across objects, based classroom methods. It requires the physical individuals, artefacts, and tools in the environment to presence of both teacher and student, with some analyze situations that involve problem-solving. elements of student control over time, place, path, or pace.
NEW CONDITIONS Distributed Blended Virtual Cognition Activity Engagement Combines online educational materials and Cognition and knowledge are not confined to an Distance learning conducted in a virtual learning opportunities for interaction online with traditional place- individual; rather, they are distributed across objects, environment with electronic study content designed for based classroom methods. It requires the physical individuals, artefacts, and tools in the environment to self-paced (asynchronous) or live web-conferencing presence of both teacher and student, with some analyze situations that involve problem-solving. (synchronous) online teaching and tutoring . elements of student control over time, place, path, or pace.
NEW CONDITIONS Eudaemonic Distributed Blended Virtual Cognition Activity Engagement Learning In the Nichomachean Ethics , Aristotle (350 B.C.E./ 2000) describes eudaemonia , variously translated as “happiness” or “flourishing,” as a state in which individuals grow in their capacities and actions but do so in dialogue with the society they live in. If we look at how technology changes the relationship between individuals, learning, and society, we see that technologies are creating the space for a fifth wave of technology mediated learning. Technology is loosening the ties between fixed learning goals and formal, institutionalized educational pathways. Hoadley, C., & Kali, Y. (2019). Five waves of conceptualizing knowledge and learning for our future in a networked society. In Learning In a Networked Society (pp. 1-21). Springer, Cham.
Mentoring in the Digital Space Known Unknown https://pixabay.com/photos/fisherman-fishing-boat-boat-fishing-2739115/
The bilevel knowledge base for mentoring: What mentors need to know Learners and Curriculum Contexts and Bilevel learning and teaching purposes Roles Organizations Targeting teachers Novice-expert Kinds of leadership knowledge Building Schools and Targeting students as learners knowledge classrooms Achinstein, B. & Athanases, S (2006) . Mentors in the Making. Teachers College Press
Additional level of knowledge: The Unknown Mentoring in the context of the digital space Time Distributed To help How can we cognition teachers use the redefine Interaction features of these Blended the digital conditions in activity context: their digital Focus classroom? Voice and Virtual Silence engagement Visibility and Presence Eudaemonic Learning L1 and L2 language
EFL mentoring for teacher learning in the digital space How do you build upon the How do you maximize the potential teachers’ strengths and areas of conditions of the digital learning space competence as a starting point for when mentoring teachers? diving into the unknown? Less familiar ? How do you conduct a learning conversation with the teacher to assist What mentoring roles, processes, her in becoming aware and strategies from extant mentoring models developing practices of learning that can be adopted and adapted? build upon these conditions?
Integrated approach to mentoring Challenge and Support Adaptive expertise
BIG IDEAS: AN Sometimes a novice INTEGRATIVE sometimes an expert APPROACH TO MENTORING Bein ing g a a • Integrating theory and practice novice i no e in n • Immediate practical solutions • Concrete thinking th the di digital gital • Lack of tolerance of ambiguity age age • Authority-oriented
Building expertise as a community Five Ways to Taking It Online: English from Engage Students Blended Teaching Home Website On Line and Learning Five Things the Teaching Future COVID-19 Taught Teachers in Me About Corona Times Distnace Learning
Sometimes a novice sometimes an expert Seeing the new in light of the old … BIG IDEAS: AN There is no one best model INTEGRATIVE APPROACH TO MENTORING Start from the safe and known Raise awareness of the new conditions and features of the digital learning space
BIG IDEAS: Assuming dialogical roles in the digital learning space
Integrating models … Personal Growth Strategic Approach Approach Situated Approach Critical Approach
Strategic Mentoring in the 80-90’s: Mentor as manager Strategic Training on From processes Summative planning and practical skills to desired evaluation of predtermined and modeling outcomes programs products best practices Monitoring Mentor as Focus on Dyadic teaching transferring observable and interactions activities knowledge doing (e.g. Daloz, 1983; Tomlinson, 1995;Wilkin, 1992)
Direct teaching / modeling Telling Illustrate from one’s own experience Show how Elaborate on Explain why
Personal Growth and Collaborative Mid 90’s onwards : Mentor as co-thinker value of reflective Initial beliefs and collaborative team and co- practice and routines of professional teaching scaffolding practice learning shared activity Mentor as creating and dynamic facilitor and co- partnerships products thinker (Kerry & Mayes, 1995; Mullen & Lick, 1999; Shulman & Sato, 2006; Achinstein & Anasthases, 2006).
Extending teacher thinking clarifying questions paraphrasing Probing making connections projecting brainstorming pausing
Onwards… 2000 Mentor-as-mediator Disciplinary aspects of Improvisation in mentoring mentoring (Orland-Barak, 2010). Using knowledge of Subject matter dialogue to teaching and educational scaffold learning experience to mediate (Athanases & Achinstein, 2003; learning 'here and now' in Ball, 2000; Grossman, 1991; Rodgers, 2001; Norman & Feiman- specific situations Nemser, 2005) (Berry,2009; Koster et al , 2005)
Inte ntegrati tive ve M Mento ntori ring ng : : Betw tween tr n trans nsmi mission and nd me mediati tion Acknowledgi ging g Importance nce of con ontradic iction ions, s, t tensi sion ons s appren entic ices eship ip and com omplexit itie ies s Model elin ing and r represen sentin ing Disc screpancie ies s between een best t practi tice ideolo logical, l, poli litical, l, a and d mor oral Decom omposi osing men entor oring stan ances, p pedag agogical al practices s rea eason sonin ing a and a actio ions Profe ofess ssion ional lea earnin ing as a ‘mess essy’ cons nstruct ct ( Cochran-Smith , 2004; Grossman et al, 2001; Villegas & Lucas,2002; Edwards, 2010)
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