A Follow-Up Study of an Early Childhood Mentoring Program

Sustaining Impactful Change for Mentors and Mentees

Bibliographic Data

ID22048770
AuthorsRebecca Andrews (0000-0001-7560-5360, Macquarie University, corresponding author), Fay Hadley (0000-0002-1766-7309, Macquarie University), Iain Hay (0000-0001-6305-061X, Australian Catholic University)
Year2024
Volume14
Issue10
Pages1131
Publication date2024-10-18
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14101131
OpenAlexW4403515781
LanguageEN
Citations received1
References cited32

Government funded mentoring programs are one strategy to address the supply crisis of early childhood teachers (ECTs) in Australia. There is little or no published research on the long-term impacts of these programs. This paper presents the findings of an evaluation survey completed 18 months after the mentoring program finished, covering the perspectives of experienced ECTs (mentors) and beginning ECTs (mentees). The participants (N = 39) reported personal and professional growth over the period of the program. Subsequently, their enriched knowledge, skills and understanding of mentoring impacted their own, other individuals and wider practices within their workplaces. Enablers to participation were a supportive director and the scheduling of the program out of hours. The predominant challenge for ongoing enactment of learnings was time constraints due to daily demands of early childhood workplaces. Recommendations for sustainability of effective mentoring practices are proffered and warrant the attention of governments, employers and the sector

Mathematics education · Medical education · Pedagogy · Diverse Education Studies and Reforms · Medicine · Mentoring and Academic Development · Psychology · Youth Development and Social Support

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