Mentoring in Aotearoa New Zealand early childhood education

Abstract

Mentoring is highly valued to support teachers’ professional growth. Yet little is known about mentors’ experiences and roles in supporting early childhood education teachers in Aotearoa New Zealand. This study sought to fill that gap by asking mentors how they foster teachers’ capacity, as well as the barriers and enablers they have experienced as mentors. Utilising an online survey, data were gathered from 138 participants who had diverse experiences of mentoring across the career span and came from a variety of early childhood organisations in Aotearoa New Zealand. This article reports on how mentors view their roles, the specific strategies and practices they use, and the challenges they face. While it is recognised that mentoring is a complex, skilled and rewarding role, many mentors may not have access to professional development and mentorship to support them in their roles as mentors.