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.
CITATION STYLE
Hudson, P., Hudson, S., Gray, B., & Bloxham, R. (2013). Learning About Being Effective Mentors: Professional Learning Communities and Mentoring. Procedia - Social and Behavioral Sciences, 93, 1291–1300. https://doi.org/10.1016/j.sbspro.2013.10.031
Mendeley helps you to discover research relevant for your work.