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This mixed-method study analyzes mentors’ reports on primary preservice teachers’ mentoring in mathematics (n=43) and science (n=29), finding mentors more often reported mentoring mathematics than science. Results show gaps in mentoring practices across many survey items and emphasize professional development for effective mentoring to improve the quality and quantity of mentoring.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mentors-report-on-their-own-mentoring-practices/594389/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mentors-report-on-their-own-mentoring-practices/594389.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding mentoring?","Question",{"text":112,"@type":113},"It examines mentors’ reports on their mentoring of primary preservice teachers (mentees) in mathematics and science.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What differences did mentors report between mathematics and science mentoring?",{"text":117,"@type":113},"Mentors reported mentoring mathematics more than science, and notable proportions indicated they did not provide mentoring practices for many survey items.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is professional development for mentors considered necessary?",{"text":121,"@type":113},"Professional development on effective mentoring is proposed as necessary to increase both the quality and quantity of mentoring, thereby enhancing preservice teachers’ practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594389,1792165974,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nMentors Report on Their Own Mentoring Practices  \nPeter Hudson  \nQueensland University of Technology  \nAbstract: Implementing an Australian National Curriculum will  \nrequire targeting both teachers and preservice teachers. Classroom  \nteachers in their roles as mentors are well situated for developing  \npreservice teachers. This mixed-method study presents mentors’  \nreports on their mentoring of primary preservice teachers (mentees)  \nin mathematics (n=43) and science (n=29). Mentors claimed they  \nmentored the teaching of mathematics more than the teaching of  \nscience; 20% or more indicated they did not provide mentoring  \npractices for 25 out of 34 survey items in the science and 9 out of 34  \nitems in the mathematics. Mentors also claimed that professional  \ndevelopment on effective mentoring can enhance their skills.  \nImplementing an Australian National Curriculum necessitates  \nprofessional development for mentors on effective mentoring practices  \nin order to increase the quality and quantity of mentoring for  \nenhancing preservice teachers’ practices.  \nThe last attempt at implementing a national curriculum failed in the 1990s largely because it was not followed through with the enactors of reform (Collins, 1994; Ellerton & Clements, 1994). From personal experience as a principal of a NSW school at the time, the national curriculum documents arrived in schools and were left on shelves. There was no professional development provided. In the current era, teachers and preservice teachers require development to ensure the Australian National Curriculum is implemented according to its documentation. Importantly, where teachers and preservice teachers meet becomes a rich environment for pedagogical discussions about new developments that can further advance the implementation of national agendas.  \nSupporting the need for an “Education Revolution”, as part of the $42 billion stimulus package (Department of Education, Employment and Workplace Relations, 2010), is the list of critical reviews into Australian education over the last decade or more (see Nelson, 2002; Ramsey, 2000) . Most reviews highlight the necessity to improve Australia’s education system (e.g., Bradley, Noonan, Nugent, & Scales, 2008; Masters, 2009). Many reviews focus specifically on teacher education within school settings and tertiary education for those about to enter the profession (e.g., Bradley et al., 2008; House of Representatives Standing Committee on Educational and Vocational Training [HRSCEVT], 2007) . Indeed, the latest results from NAPLAN (2009) and the Queensland Premier’s Green Paper (Department of Education and Training, 2010) further emphasise the need for educational reform. The Green Paper highlights the need to improve the quality of teaching, as the “quality of this training and support can impact on student learning. Bad experiences can mean that potentially talented teachers leave early in their careers”(p. 19) . Surprisingly, this paper does not mention mentoring as a way to facilitate the development of preservice teachers.  \nThere are only two ways to reform an education system, namely through inservice education of existing teachers and preservice teacher education. An education revolution will need to be enacted by teachers and preservice teachers if change is to filter throughout a  \n30  \nVol 35, 7, November 2010  \nAustralian Journal of Teacher Education  \nsystem. In addition, the Australian National Curriculum is intended as part of the education revolution fabric to connect Australian states and territories more cohesively (Australian Government, 2008) . This uniformity is also intended as a way for education to be more accountable across states and territories, where students who graduate in one location can be measured at the same educational standards as any other student in Australia.  \nThe National Curriculum Board has provided many documents in a consultative manner towards d","cbCaibeLrF99lHrn","https://ap.wps.com/l/cbCaibeLrF99lHrn","pdf",585802,13,"English","# Abstract\n# Introduction and background\n## National curriculum implementation challenges\n## Need for education reform and mentoring\n# Study focus and rationale\n## Mentors and mentee interactions\n## Support and professional development","[{\"question\":\"What does the study focus on regarding mentoring?\",\"answer\":\"It examines mentors’ reports on their mentoring of primary preservice teachers (mentees) in mathematics and science.\"},{\"question\":\"What differences did mentors report between mathematics and science mentoring?\",\"answer\":\"Mentors reported mentoring mathematics more than science, and notable proportions indicated they did not provide mentoring practices for many survey items.\"},{\"question\":\"Why is professional development for mentors considered necessary?\",\"answer\":\"Professional development on effective mentoring is proposed as necessary to increase both the quality and quantity of mentoring, thereby enhancing preservice teachers’ practices.\"}]","Mentors Report on Their Own Mentoring Practices | PDF",1792079070,33]