Name Famogbiyele TaiwoAddress Plot 117, Karu FHA Phase 2 Abuja, NigeriaE-mail fotaiwo@ymail.comPhone number +234-80-62114980Qualifications BA (Hons) Ife, PGDE ABU, MA TESOL

(Leeds UK) Ph.D University of Abuja

Key words: Mentoring, Values, Challenges, Nigeria, Teacher Education

Mentoring in Teacher Education,its values and Challenges in

the Nigerian context.

Abstract

In the present day, it has become increasinglyclear that teachers (both new and experiencedteachers alike) become more professionally

1

competent when they have an experiencedpractitioner who will be a guide in theirlearning and development. Mentoring, as thisprocess is called, is fast becoming a generallyaccepted concept in teacher education (TE). InNigeria however the concept has not taken rootpossibly because the educators are unaware of itspotential usefulness or even if they are, theythink it is not feasible. This article sets outto make a critical analysis of both its value andchallenges to teacher education generally. Italso zeroed in on the challenges it is likely topose in the Nigerian context and as a solution,it offers a mentoring programme that can beeasily executed and sustained.

Introduction

In many professions, such as medicine, business, and

law, novices learn from an experienced practitioner.

Today, it has become increasingly clear that teachers

(both new and experienced teachers alike) become more

professionally competent when they have an

experienced practitioner who will be a guide in their

learning and development. Mentoring, as this process

is called, is fast becoming a generally accepted

concept in teacher education (TE). Although a

relatively new concept in this field, its value in

expanding teachers’ techniques, improving teaching

2

skills, enhancing classroom management skills, and

developing good dispositions in teachers has been

underscored in the literature. Mentoring in TE is not

easy to define; neither is it easy to interpret. This

makes it all the more complex to comprehend, which

has implications for the way it is viewed in TE. This

paper shall, firstly, examine the concept of

mentoring as it is discussed in the literature, state

some of its value and challenges in TE; and finally,

the paper will take a critical look at both its

values as well as the challenges it is likely to pose

to TE in the Nigerian context.

Mentoring: A Definition

The concept of mentoring as used in the literature

(business, medical and law professions, e.t.c) is a

very complex one (Newcombe, 1988). It is an

‘intriguing concept’ that has ‘continued to tax

authors and researchers from a variety of different

disciplines’ (Morton-Cooper & Palmer, 2000, p.35). It

is not surprising that it is difficult to define,

interpret and conceptualise with any precision

(Malderez & BodÓczky, 1999) in TE. Levinson (1978)

cited in Gibson (2004, p.261), writing in the area of

business, suggest that mentoring can be defined by

describing career functions that mentoring provides

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such as sponsorship, coaching, protection, exposure

to challenging work assignments through which the

protégée learns and psycho-social functions which

include role modelling, counselling and friendship,

which serve to enhance the protégée’s feelings of

competence

However, despite this problem of ‘considerable

semantic and conceptual variability about what

mentoring is’ (SCOPME, 1998) cited in Morton-Cooper &

Palmer, (2000, p.36), the concept has become

increasingly a subject of growing interest all over

the world as a powerful and effective way to support

professionals of various categories; and even more so

in TE, where it is now gaining wider recognition as a

means of professional development of educational

professionals of various kinds. Malderez (nd) defines

it as the ‘support given by one, (usually more

experienced) person for the growth and learning of

another, as well as for their integration and

acceptance by a specific community’. Bush, Coleman,

Wall, & West-Burnham (1996, p.45) citing Carming

(1988) says that it is

a complex interactive process occurring between individuals of differing levels of experience and expertise which incorporates interpersonal or psycho-social

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development, career and/or educational development, and socialization

Jeruchim & Shapiro (1992) cited in Bullough Jr &

Draper (2004a, p.407) however see it as ‘close,

intense, mutually beneficial relationship between

someone who is older, wiser, more experienced, and

more powerful with someone younger or less

experienced. It is a complementary relationship…’

Still, there are many others.

Looking at these definitions, they seem to suggest

that mentoring is a multi-dimensional concept,

incorporating personal support and the notion of

professional development leading to enhanced

competencies. That being true, it will not be too far

off the mark to say that mentoring in TE has at its

very base teaching (Shank, 2005). The teaching ‘is

not simply about performing prescribed classroom

behaviours…it is about deeper teaching competencies’

(Malderez & BodÓczky, 1999, p.3). Mentors main

responsibilities, Malderez & BodÓczky (1999, p.16)

reveal, is to train mentees to acquire reflective

habits: one in which they develop the skills of

noticing, interpreting and evaluating as well as that

of planning and selecting. For mentors, to be

entrusted with these responsibilities, Furlong &

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Maynard (1995, p.179) contend that they need to

acquire special knowledge and skills; e.g. listening

actively, building trust, encouraging and inspiring.

Mentoring is also about relationship (Feiman-Nemser,

1996; Carter &Francis, 2000; Herman & Mandell, 2004).

This relationship is about ‘mutual trust, honesty,

respect and a joyful willingness to work together’

(Portner, 1998, p.11). It can be one-on-one

relationship with the mentee or collegial in which

the relationship is ‘dynamic and reciprocal’ (Shank,

2005, p.74). As one-on-one relationship, mentoring

has been criticised for its limitations as it may

perpetuate traditional teaching practices (Feiman-

Nemser, 1996); in its stead, a collegial conception

of mentoring is advocated, which we seem to agree

with. In this kind of mentoring, the interactants

‘reflect and share, get exposed to new ideas, and

appreciate the sense of teamwork’ (Grisham, Ferguson,

& Brink., 2004, p.308); and equally more important

here is the ‘sensitive, non-judgmental and

supportive’ interactions between mentors and mentees

(Cochran-Smith,1995; cited in Jones, Reid, & Bevins,

1997, p.254)

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However we conceive of mentors, commentators

(Bullough Jr & Draper, 2004; Feiman-Nemser, 1996)

posit that their roles do not differ that much.

Fullerton & Malderez (1998) cited in Malderez &

BodÓczky (1999, p.4) says that they include:

modelling, (mentors inspire and role model learning,

commitment etc); acculturator, (mentors show mentees

the ropes, aiding familiarization to the particular

professional culture); sponsor, (mentors make things

happen in the service of the mentees and champion

their needs); support, (mentoring interpersonally or

emotionally through periodic ‘melt downs’ (Bullough

Jr & Draper, 2004, p.279) of practice; and,

crucially, educator, (mentors help mentees to connect

and integrate what they have learnt to become

professionally competent). For Malderez & BodÓczky

(1999, p.4) ‘most mentors will be involved to a

greater or lesser degree in all five roles’.

Phases of mentoring

The mentoring process is ‘not always clearly

understood in education’ (Koki, nd:2); yet, there is

no doubt that mentees pass through certain phases

(Furlong & Maynard,1995; Malderez & BodÓczky, 1999;

Fletcher, 2000; Morton-Cooper & Palmer, 2000), in

which mentors adapt to their developing strengths and

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changing needs. For Morton-Cooper & Palmer, (2000,

52-54) there are three; namely, the initiation, the

development, and the termination phases.

The initiation phase concerns the 'coming together'

of the mentor and the mentee; working in close

proximity.

In the development phase, however, the main focus is

on mentee’s growth and development. As this phase

unfolds in the mutual sharing of experiences and

needs, mutual trust becomes evident and the mentee

gradually becomes more independent, capable of making

informed decisions.

In the final phase, the mentee has begun to act on

his/her own initiative and is now in a position to

begin to act independently.

For Malderez & BodÓczky (1999) however, the phases

relate to (a) the goals of the programme and, (b)

what kind of 'knowledge' is being learnt; that is,

‘KA’ (Knowing About which focuses on the mentees

readiness to learn through listening and reading),

‘KH’ (Knowing How which focuses on skill-getting) and

‘KT’ (Knowing To which focuses on training in

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noticing, reflecting e.t.c.). They aver that the

extent to which the mentees integrate these three

separate ‘knowledges’ in phases is crucial. Mentors,

therefore, need to make judgements about which phase

a mentee is in and then to help them move on. For

example, if a mentee is noticed to have stopped

focussing on self, s/he could be helped to the next

phase of focussing on student behaviour and classroom

activities, and finally on to learning. The result of

this process, Fletcher (2000), Malderez & BodÓczky,

(1999) and Bullough Jr & Draper, (2004) reiterate is

the birth of self-confident and competent

professionals who are willing and able to go on

learning independently from what they noticed during

their work with the mentors.

Conditions for effective mentoring

Mentors, when not strategically selected, ‘can serve

to perpetuate stagnant educational approaches’

(Feiman-Nemser, 1996 cited in Mullinix, 2002). In

order to avoid this, criteria such as knowledge of

content and professional interests may be used in

selecting mentors (Tillman, 2000). Such criteria,

NFIE’s Teacher Mentoring Symposium (1999), conclude,

may be organized into four general categories:

attitude and character; professional competence and

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experience; communication skills; and interpersonal

skills (see appendix 2 for details). These criteria

are in no way prescriptive; rather they help in

making sound decisions about ‘the necessary but not

sufficicent’ ‘good teacher’ qualities (Malderez, nd).

Equally important a condition for mentoring is a

supportive climate, which can enable the development

of informed, skilful, and creative teachers. Grisham,

et al. (2004) conclude from their research that

flexibility and openness to learning on the part of

mentor-teachers are conditions that provide optimal

support and increase opportunities for learning to

occur for both mentor and mentee. Elmajdoub (2004)

however, sees mentoring thriving in a situation where

‘stressor,’ ‘restrictor’ ‘alienator’ ‘disempowerer’

and ‘controller’ are absent. As explained by him,

these are roles people often play in different

contexts to frustrate mentors’ work. Above all,

there must be adequate resources to fund the

programme and enough time for the mentors to do their

work.

Values and Challenges of Mentoring

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Mentoring has been criticized for a number of

reasons. Hargreaves & Fullan (1999) criticized

mentoring practice as often falling short of its

ideals because ‘we [practitioners] fail to regard our

approach to mentoring as part and parcel of how we

approach teaching and professionalism more widely.’

Yet another reason offered by Feiman-Nemser, (1996)

cited in Mullinix, (2002) is that mentoring, if care

is not taken, can ‘perpetuate stagnant educational

approaches, undermine teacher education, and stifle

reform efforts’.

Despite these criticisms, writers (Malderez &

BodÓczky, 1999; Bullough Jr & Draper, 2004) seem

unanimous in their belief that mentoring in TE is

invaluable to all stakeholders; e.g. the mentee, the

school, and the mentors. This, they say, is hinged on

evidence from both research and practice. For example

in a survey carried out by Fideler & Haselkorn

(2005), it was reported that mentees ‘attitudes

improve, feelings of efficacy and control increase,

and a wider range of instructional strategies is

demonstrated’. Huling & Resta (2001) cited in

ericdigests.org/2004) see mentees benefits as

including: improved professional competency,

reflective practice, and professional renewal. For

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mentors, however, it is their professional growth

which is stimulated as they re-examined their own

teaching beliefs and practices in the process of

sharing their expertise (Newcombe, 1988). Koki (nd:

1) citing Ganser (1996) also affirms that ‘mentoring

can be a valuable process in educational reform’.

Yet there are some challenges posed to the

actualization of these benefits. Hargreaves & Fullan,

(1999) argue that one of the major challenges, and a

crucial one, is that ‘unless teachers themselves come

to the realisation that mentoring is central to the

task of transforming the teaching profession itself,

it may never reach its potential’. In other words,

fellow teachers need to be sensitised to the value of

mentoring. Still on sensitisation, policymakers need

to see the need for mentoring not only as a means of

providing support and assistance to novice teachers

but also as an means of on-going professional

development.

Next is the challenge described by Malderez &

BodÓczky (1999:3) as ‘ELT methodology update’. This

stems from the fact that most of the mentors often

involved in this programme may not be grounded in

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current language teaching methodology. Further still

is the challenge that many of the literature examined

identify simply as the time-factor (Bush et al.,

1996; Feiman-Nemser, 2001). Indeed, it is believed

that mentees need time to be provided with adequate

opportunities to think and reflect about what they do

(Bush et al., 1996).

Values and Challenges in the Nigerian Context

As a teacher educator in pre-service teacher training

(PRESET), the idea of mentoring in teaching is novel.

The PRESET program, in which the writer became

involved a couple of years ago, does not seem to have

married mentoring with its teaching and learning

goals. Rather, the situation we seem to have is one

that focuses on the ‘KH’ (Know How) usually done for

a period of three months in which the novice teacher

observes a "master" teacher while in training and

he/she in turn is observed by a "master" teacher. As

soon as this practicum period is over, the teachers

go into the classroom to ‘learn to sink or swim by

themselves and get better over time only through

their own individual trial and error’ (Hargreaves &

Fullan, 1999).

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Quite often the argument is that teachers need not

learn to sink or swim alone because they have further

professional development (PD) opportunities through

In-service training (INSET). But then it is clear

that most PD is a one-shot INSET treatment and often

nothing comes out of it. Hargreaves and Fullan,

(1999) could not have captured the situation better

in the Nigerian context when they say that a huge

amount of money is spent on INSET and yet the:

benefits of in-service education seldom became integrated intoclassroom practice, as individual course-goers returned toschools of unenthusiastic colleagues who had not shared thelearning with them. And pedagogy stagnated as teachers werereluctant or unable to stand out from their colleagues.

The above statement should not be construed in any

way to mean that INSET is a waste of time; far from

it. Rather, the argument is that insofar as INSET

often results in the scenario described above in

Nigeria, mentoring would be a more effective approach

to enhancing teacher proficiency. A compelling reason

would appear to be that teaching is inherently

complex and difficult and both the novice and

experienced teachers alike need help. Indeed, at no

time is mentoring more important than now in Nigeria

when teachers are produced in large numbers to teach

in the country’s Universal Basic Education (UBE)

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programme. Their practical experience, gained in

student teaching, while valuable, does not fully

prepare them for the minute-by-minute decisions they

must make in the classroom. Left on their own, they

may find this early experience traumatic. This no

doubt frustrates them and quite often they ‘switch

off’.

Obvious questions at this stage are: What would be

the broad goals and objectives of the mentoring

programme? How can they be executed and sustained?

The content of mentoring is shaped by the social-

cultural needs of the community in which it is

introduced (Feiman-Nemser & Parker, 1992); hence the

mentoring programme in this context will be

contextualised to these needs. It will be geared

towards an all round development of teachers and the

enhancement of their profession: one which

incorporates mentoring as part and parcel of

transforming teaching into a true learning. The

culture of mentoring programme one would like to see

blossom would have collaboration as its cornerstone.

This means working with, and learning from, teaching

colleagues. Through this interactive approach,

teachers according to Hargreaves & Fullan (1999)

would be helped to:

15

develop common purpose, cope with uncertainty andcomplexity, respond well to rapid change, create a climate ofrisk-taking and continuous improvement and develop strongersenses of teacher efficacy.

The programme will also employ a bottom-up approach

which enables teachers take the lead in their

professional development, and hopefully in the long

run, it would produce better classroom effectiveness

than the traditional top-down approach.

Furthermore, the mentoring program envisaged here is

with novices in mind. The main objectives of the

programme would be to:

1) create awareness of the problems in teaching as

well as collectively explore new classroom

teaching and learning of the English language

2) enable participating teachers develop team work

and willingness to share ideas with one another

3) help participating teachers identify their

areas of difficulty, reflect on them, and

together think of ways of overcoming them

4) guide teachers to be resourceful and to develop

creative skills

5) assist in creating a classroom environment

where learning is more effective enjoyable and

performance oriented

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6) develop classroom observation skills.

It is hoped that the programme will be established

first at the state-level to include the Primary,

Secondary, Education, Boards and perhaps a host of

education-related associations. School heads, school

supervisors and administrators will be wooed to

sustain and monitor teachers’ activities for

continuity. Mentors, that is, teachers selected

through the criteria mentioned earlier, will receive

three weeks training during the vacation period,

working with consultants as facilitators. Mentors’

regular meetings, workshops which could serve as

avenue for professional debates (Malderez & BodÓczky,

1999) would also be encouraged. It would be wrong to

forget that mentors’ growth and development ought to

be our primary concern (Bullough Jr & Draper, 2004,

p.287); for if this is not done, it is nothing short

of professional irresponsibility (Malderez &

BodÓczky, 1999, p.151). However, in all these, there

is need for caution so that the kind of mentoring

being espoused would not sink easily into mere

‘restructuring – adding formal roles – without

reculturing – altering the capacity of teachers’

(Hargreaves &and Fullan, 1999); nor degenerate into a

situation in which the programme produce ‘tormentors’

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and not ‘mentors’ (ibid.); or even mentors who are

‘potentially dangerous’ (Malderez & BodÓczky,

1999:150) to their mentees.

Yet, the writer is not unaware that the introduction

of mentoring in Nigeria might be fraught with

challenges. Some of the major challenges would be

raising awareness about the importance of mentoring

amongst colleagues, policymakers and within the

education institutions. Other challenges may have to

do with the criteria upon which the mentors should be

selected, how the mentoring program itself should be

evaluated, and how teachers may balance classroom

work with consistent attentiveness to the myriad

needs of their mentee; since a common refrain of

teachers is that they do not have enough time. Added

to these are: finding ways to tackle the problems

raised by Elmajdoub (2004); the cost of mentor

training and that of rewarding mentors themselves for

‘their extra expertise or overtime’ (Malderez, nd)

Looking at all these problems, can mentoring still be

seen as a practical and worthwhile goal in Nigeria?

Looking at the challenges, they do not appear

insurmountable. For example the time commitment could

be negotiated with the teachers. The writer is also

18

convinced that no matter how much joy and self-

satisfaction mentors derive from helping other

teachers grapple with the complexities of teaching,

there would not be total commitment unless it is made

worth their while; possibly through certification of

the programme, which will in turn be used for

mentors’ career advancement. In addition, mentor

could also be offered financial incentives. Research,

though has not been informative enough about the

direct connection between teacher mentoring and

student achievement (Fideler & Haselkorn, 2005); yet

there could be no doubt that the quality of classroom

learning would be the hallmark for evaluating a

mentoring program. Finally, the writer is convinced

that to succeed there must be, on the part of those

involved, commitment, determination, enthusiasm, and

above all, a supportive climate.

Conclusion

This paper started by pointing out that mentoring as

it is conceptualised now in TE appears fuzzy and that

this makes it more complex to comprehend. The

introduction of mentoring in Nigeria, it is argued,

has the potential to benefit educational

professionals of various kinds; especially, teachers

(both new and veteran).However, the introduction

19

might be fraught with challenges which do not seem

insurmountable, given a supportive climate. The

process of seeing mentors ‘swing’ and support mentees

to ‘swing’ in the process of ‘learning, teaching and

learning teaching’ (Malderez & BodÓczky, 1999, p.152)

is a gradual one; but nothing would give the writer a

greater sense of achievement than to see this happen

in Nigeria through this new experience: one in which

‘reculturing’ is paramount . It is also hoped that

policymakers, and indeed all stakeholders in

education would realise that ‘by not mentoring, we

are wasting talent. We educate, and train, but don't

nurture’ (Wright & Wright, 1987 cited in Luna &

Cullen, 1995). Finally in the closing words of NFIE's

Teacher Mentoring Symposium (1999)

Changes in our society require educators, like the scientificcommunity, to meet increasingly complex challenges.Mentoring is one important mechanism for advancing theteaching profession….

Indeed, it is ‘a commitment to education, a hope for

its future…’ (Shadio, 1996 cited in Koki, nd, p.2)

Appendix 1

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1 2 3 Phases Initiation Development Termination

Degree ofAttachment

Dependence InterdependenceIndependence

Fig. 1Matching phases of mentoring with activities and degree of attachment (Adapted from Morton-Cooper & Palmer,(2000)).

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Appendix 2

Qualities of Mentor

Attitude and Character of a Prospective Mentor Willing to be a role model for other teachers Exhibits strong commitment to the teaching

profession Believes mentoring improves instructional practice Willing to advocate on behalf of colleagues Willing to receive training to improve mentoring

skills Demonstrates a commitment to lifelong learning Is reflective and able to learn from mistakes Is eager to share information and ideas with

colleagues Is resilient, flexible, persistent, and open-minded Exhibits good humour and resourcefulness Enjoys new challenges and solving problems

Professional Competence and Experience Is regarded by colleagues as an outstanding teacher Has excellent knowledge of pedagogy and subject

matter Has confidence in his/her own instructional skills Demonstrates excellent classroom-management skills Feels comfortable being observed by other teachers Maintains a network of professional contacts Understands the policies and procedures of the

school, district, and teachers' association Is a meticulous observer of classroom practice Collaborates well with other teachers and

administrators Is willing to learn new teaching strategies from

protégés

22

Communication Skills Is able to articulate effective instructional

strategies Listens attentively Asks questions that prompt reflection and

understanding Offers critiques in positive and productive ways Is efficient with the use of time Conveys enthusiasm, passion for teaching Is discreet and maintains confidentiality

Interpersonal Skills Is able to maintain a trusting professional

relationship Knows how to express care for a protégé's emotional

and professional needs Is attentive to sensitive political issues Works well with individuals from different cultures Is approachable; easily establishes rapport with

othersIs patient

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