About the MPI

The Development of the Mentoring Profile Inventory

The Mentoring Profile Inventory (MPI) was developed in Canada in collaboration with a number of international teacher educators (see below) as a way of supporting and facilitating the work of classroom teachers who mentor student teachers on practicum.

 

MPI Principal Investigators:

Anthony Clarke ( (anthony.clarke@ubc.ca)

Juan-José Mena-Marcos (juanjo_mena@usal.es)

 

MPI Co-Investigators:

Sébastien Chalies (sebastien.chalies@wanadoo.fr

Chatree Faikhamta (feductf@ku.ac.th

Wendy Nielsen (wnielsen@uow.edu.au)

Valerie Triggs (Valerie.Triggs@uregina.ca)

 

The initial idea grew out of a conversation with a group of Richmond School District teachers (see below) who worked collaboratively over a period of two years with the MPI investigators in developing the inventory: Ann Augustine, Dianne Coulter, Joni Cunningham, Tina Grigoriadis, Stephanie Hardman, Lee Hunter, Jane Kinegal, Bianca Li, Jeff Mah, Karen Mastin, David Partridge, Leonard Pawer, Sandy Rasoda, Kathleen Salbuvik, Mitch Ward, Janet White, and Frederick Weil.

 

About the Survey

Once a School Advisor has answered all the questions on the Survey and clicked the "submit" button, the website computes an easy-to-read visual profile of issues that both motivate and challenge their mentoring work with Student Teachers.

Your profile has 14 bars which detail specific areas of satisfactions or concerns.  These are followed by three summary pie-charts showing how selected features balance each other. As well, a 10-Step Interpretation Guide can be printed out together with an Explanatory Sheet outlining the specific meanings of these various scales and charts.

If you have not already done so, please click here to begin taking the Mentoring Profile Survey.

 

MPI Papers and Publications:

Faikhamta, C., & Clarke, A. (in press). Thai Cooperating Teachers’ Motivations and Challenges in Supervising Student Teachers During Their Internship Program.  Kasetsart Journal of Social Sciences.

Nielsen, W., Mena-Marcos, Juan-José, J., Clarke, A., O’Shea, S., Hoban, G., & Collins, J. (2017). Australia’s Supervising Teachers: Motivators and Challenges to Inform Professional Learning. Asia-Pacific Journal of Teacher Education, 45(4), 346-368.

Clarke, A. &, Collins, J. (2017). Comparative Work Within The Context of Practicum Settings: A First Look At What Motivates and Challenges Cooperating Teachers From Five Countries . In Xudong Zhu, Lin Goodwin and Huajun Zhang (Eds.) Quality of Teacher Education and Learning: Theory and Practice. Springer: Heidelberg.

Lu, L., Wang, F., Ma, Y., Clarke, A, & Collins, J. (2016). Exploring Chinese teachers’ commitment to being a cooperating teacher in a university-government-school initiative for rural practicum placements. Asia Pacific Journal of Education, 36(1), 34-55.

Clarke, A., Collins, J., Triggs, V., & Neilsen, W. (2012). The mentoring profile inventory: An online professional development resource for cooperating teachers. Teaching Education. 23(2), 167-194. 

Neilsen, W., Clarke,A., Triggs, V., & Collins, J, (2011), The Teacher Education Conversation: A Network of Cooperating Teachers. Canadian Journal of Education, 33(4), 837-868.

 

A word of thanks also to the following international teacher educators who have contributed to the MPI:

LibbyTudball (Australia)

Lijie Lu, Wang Fang, & Guopeng Fu (China)

Ngiare Hoben (New Zealand)

 

Special Farewell to a Good Friend

 We are indebted to Dr. John Collins who was instrumental in the development of the MPI, in particular the statistical analyses and related educational interpretation of those analyses.  Dr. Collins passed away in 2015.

 

 

 

 

 

 

 

 

If you have not already done so, please click here to begin taking the Mentoring Profile Survey.