Mirroring effective education through mentoring, metacognition and selfreflection.

Year: 2000

Author: HINE, A

Type of paper: Abstract refereed

Mentoring stimulates individuals to self-assess and reflect, thus becoming more conscious learners, teachers and mentors who are able to apply knowledge of their learning needs and styles to new areas of study and the development of effective classrooms. Self-reflection is a central dynamic to mentoring. Not only is it crucial in encouraging more open minded and creative thinkers and effective educators, but it also develops an awareness of self as learner, teacher and mentor. Individuals who are capable of self-reflection are able to examine their own internal processing mechanisms. This metacognitive capability can be used to significantly improve and modify their processing strategies to enhance performance (Forrest-Pressley, MacKinnon and Waller,1985 and Hine andIsmail,1997).

Through the process of mentoring with second and third year preservice education students in a subject entitled Student Mentoring, this paper explores a range of strategies that are utilised to develop self-reflection, metacognition and mentoring skills. Students are nurtured through self-reflection and mentoring to evaluate their strengths and attitudes, to monitor their learning and mentoring progress and to set goals for effective learning, teaching and mentoring (Hine,Newman and Peacock,1999). Mentoring encourages students to become more self-reflective, metacognitively-aware and self-directed learners,teachers and mentors.