Reverse mentoring peculiarities in vocational teacher training: from model boundaries to emancipating partnerships

Abstract

This research paper provides information about sustainable mentoring strategy based on the idea of reverse mentoring while training future vocational educators. The research was conducted in vocational education centers. It involved 24 pairs of mentors and mentees who were participating in pedagogical practice, based on the implementation and management of pedagogical innovations. The research sought to determine whether the reverse mentoring strategy is an effective avenue for co-construction of knowledge among experienced teachers – mentors and future vocational teachers. Research data were acquired while participating in mentor – mentee discussions and analyzing mentees’ written reflections of innovation practice. The research data were analyzed according the guidelines of the qualitative research paradigm. Through qualitative discourse analysis there was identified the system of qualitative categories and subcategories that revealed mentors‘motivation to meet their mentees’ immediate needs while plunging together into the process of acquiring and studying relevant resources, strategies, and ideas in order to enhance instruction and teach how to manage educational innovations, improve content and pedagogical knowledge through reflection and collaboration. Reflection and collaboration highlighted the immerging reverse mentoring issues: experienced teachers – mentors growing motivation to share knowledge with their mentees, not only by presenting mentors’ models for vocational education activities, but also while learning from their mentees.[...]