Qualifying Mentors – Clarifying Roles with Reflexion

Abstract

During teacher education, mentors support pre- and in-service teachers while planning, enacting, and reflecting on instruction (Hascher 2001). They serve as mediators between university and seminar requirements on the one hand and school reality on the other (Oettler 2009). Mentors’ tasks are manifold: they advice and attend pre- and in-service teachers’ activities at school and they support the development of an individual teaching personality. The variety of tasks require mentors to have skills in process as well as in designing appropriate relationships (Crasborn and Hennissen 2014). The training „Qualifying Mentors“ aims at supporting mentors in their practice and helping them to enhance their skills. The training has a particular focus on mentors’ reflection of their own role. In this paper, an element of the training is reported: role cards