Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development

This longitudinal qualitative research is framed within a sociocultural perspective and examines experienced teachers and their mentor as they changed their practice. The data, sourced from three teacher focus groups, email correspondence and the mentor's reflections are analysed using Rogoff's personal, interpersonal and institutional/community planes. This small-scale study gives insights into the complex nature of professional learning, particularly when teachers are challenging the status quo which creates tensions that need to be addressed. Teachers had real concerns about time to teach the curriculum and complete the research activities. They worried about 'fitting in' with colleagues and parent perceptions. A collaborative self-development framework is advocated as a culturally appropriate way of for teachers to continue to learn during their careers, encourage risk taking and innovation.