Collet, V. S.

Sustaining mentoring communities of practice. The Chronicle of Mentoring & Coaching, 9(2), 47-53 (2025).
https://doi.org/10.62935/d1990m

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Abstract

This study investigates use of the research-developed Gradual Increase of Responsibility Model for mentoring student teachers during their year-long residency. Mentors completed weekly conference planning forms and tracking sheets indicating their use of the five moves in the GIR model: modeling, recommending, asking questions, affirming, and praising. Conference planning forms were deductively coded for the five moves; data were triangulated with tracking forms. Results demonstrate that, over time, there was a decrease in the mentoring moves of modeling and making recommendations; as residents’ gained experience, mentors relied on the less-supportive mentoring moves of questioning, affirming, and praising. The GIR Model for Mentoring provides a conceptually simple approach for matching mentoring moves to student-teachers’ changing needs.

Keywords: Student teaching, mentoring, teacher education, field experiences, preservice teachers