From Mentor Training to Developing Mentorship: Progressive Discourse in Portfolio-Build District-Based Growth Model

In the global trend of educational reform, educators worldwide are forging new roles, identities and relationship Kong, the Advisory Committee on Teacher Education and Qualifications (ACTEQ) is mandated to work on high-quality teaching force as schools are given more autonomy in curriculum decision-making. Arguably, th point for changing practice has to be rooted in self-understanding. This paper has emerged from a district-bas for research and development that focuses on capacity-building for induction and mentoring as viable means fo self-understanding. The project brings together academics, school principals and government officials, and focuses on two majo questions: (1) In what ways can mentoring practices develop with regard to serving diverse schools within district? (2) In what ways can portfolios support beginning teachers’ professional development? With a critique of assumptions underlying training models, this project is framed by a belief in the value of p discourse (Bereiter, 1994) and mentorship for collaborative learning in professional relationships. Initially, t embarked with a focus on the rapport among the participants for a collective commitment to research and dev The project then turned to field studies that engaged experienced and beginning teachers in articulation and their modes of practice. Documentation of portfolios was established through progressive discourse at two meta-level of the project in open communication; and the micro-level of individuals’ reflections related to inquiry. Following presentation and analysis of these steps, the paper concludes with insights into a district-bas model of professional development whereby teachers are engaged in learning discourse from which new und of practice is built