Assessment 2: Mentoring Issues Paper

Written By: Evan Houghton

Due: Monday 17th April 2025

Length: 1700 words

Mentoring a career path for Vocational Education and Training (VET) teachers

Intent: By referring to academic resources in the field of education and mentoring, I intend to discuss key contextual issue’s identified from assignment one’ s proposed mentoring scenario. This will demonstrate a deeper understanding of mentoring as well as setting a strong, developmental framework for my mentoring program and assignment three.

Overview of key issues:

To articulate a range of key issues related to the design and implementation of a Victorian-based Vocational Education and Training (VET) teacher career mentoring program, I have decided to utilise Stephen Kemmis’s theory of practice architecture. Providing a theory driven framework to summarise as shown in Figure 1, the Government VET Mentoring Program (Houghton, 2025) below.

Figure 1

Practice ArchitectureIdentified IssueExplanation / ContextSupporting Evidence / SourceCultural-DiscursiveLanguage barriersHigh proportion of potential applicants with English as an second languageAustralian Bureau of Statistics (2021); Victorian Department of Education’s (n.d.) Cultural-DiscursiveConflicting professional language VET vs CirriculumnVET discourse focuses on skills, industry language; mainstream focuses on pedagogy and instructional practicesChoy et al. (2017); Kavanagh et al. (2024)Material-EconomicLimited access to professional development activitiesVET teachers often excluded from PD programs, learning groups, mentoring programsBillett (2004); Victorian Government (n.d.)Victorian Institute of Teaching (n.d.)Material-EconomicMentoring costs and resource constraintsMentoring programs require funding, time, and digital tools — often lacking in public schoolsFenwick (2010); Workplace contextSocial-PoliticalHierarchical power dynamics in mentoringTraditional mentoring models reinforce authority structures; mentor roles not always empoweringBillett (2004); Marx et al. (2021); Meschitti & Lawton Smith (2017)Social-PoliticalProfessional, Careerdevelopment constraintsVET paraprofessionals face institutional barriers regarding career progression, pay, full regsitrationVictorian Institute of Teaching (n.d.)Government VET Mentoring Program - Career Pathways

Identifying and discussing key contextual issues:

Prior to identifying and discussing key contextual issues regarding the design and application of a Vocational Education and Training (VET) career pathway mentoring program, it’s critically important to highlight the messiness of workplace learning (Fenwick, 2010). This workplace messiness hanging together with the traditional models of mentoring. Further described by Fenwick (2010) as a shared workplace learning experience over an afforded and allocated time. By starting with these statements, a solid foundation can be structured to utilise scientific theories to identify and discuss these key contextual issues, relating back to my mentoring program and scenario from assignment one.

To begin, Fenwick’s (2010) article identifies a key issue of mistaking learning as a singular object. Instead, stating learning is in fact “enacted as multiple objects, as very different things in different logics of study and practice” (Fenwick, 2010, p.2). To further explore this concept of mentoring as a multiple object learning terrain, Stephen Kemmis’s developed theory of practice architecture provides a useful lens for this type of examination. As this ontological perspective can be used explore the cultural-discursive, material-economic and social-political arrangements and dimensions (Mahon et al., 2017), which can either enable or constrain the mentoring and learning practice.

For the purpose of this assignment, I will focus on the constraints to discuss the key identified issues provided above.

Key cultural-discursive arrangements / issues:

According to the Victorian Department of Education’s (n.d.) cultural diversity plan, over twenty seven percent of Victorian’s speak a language other than English at home. Building on this data, the Australian Bureau of Statistics (2021) also states a further sixty three percent of households speak a non-English language in the Broadmeadows region. Both these statistics highlight the evidence of a cultural-discursive arrangement like language barriers which will constrain or pose an issue within the context and demography of my mentoring program. Referring to Ünsal and associates (2024) research paper, their qualitative analysis reveals mentoring programs which include language as well as psychological assistance and cultural adaption support would enrich the participants learning experience for the described study and practice.

In addition to this, another cultural-discursive arrangement evident in the context of VET teaching within the government high school sector, is the career diversity of VET teachers regarding their trade or industry backgrounds when compared to teachers who enter the profession through university qualified pathways. According to Choy and her associates (2017), VET teacher’s sayings and vocabulary are largely based on the technical language of workforce development, skills acquisition, talent cultivation and competitive advantage. Compared to Kavanagh and associates (2024) research which describes the sayings of mainstream teaching as the conceptualisation of high-quality instruction. Their data also suggests that teachers are not using a shared language to discuss or guide their professional practice. Instead focusing on pedagogical terminology which reflects deliberate, research-informed instructional moves (Grossman and McDonald, 2008 as cited in, Kavanagh et al., 2024). This contrast in cultural discursive language becomes even more significant considering VET teachers employed in the education industry is as low as eighteen percent, second to a bachelor’s degree or higher qualification primary and secondary degree teachers at sixty nine percent according to Statista (n.d.) website.

By having two very contrasting professional languages with additional language barriers like English as a second spoken language, verbal and non-verbal communication inconsistency and misinterpretation is a key issue regarding my mentoring scenario and professional context.

To address these key issues from a learning designers’ perspective: a professional vocabulary (VET and mainstream teaching / pedagogy), educational and organisation terminology, abbreviation lists should be developed and shared during the mentoring experience. In addition, considerations during the mentoring selection process should be made regarding language preferences, industry and technical workplace backgrounds and academic history, which may include religious, social and political beliefs.

Key material-economic arrangements / issues:

To begin identifying and discussing key issues situated within material-economic arrangements, Billet (2004) discusses workplace learning activities as a form of organisational affordance. Meaning, professional development activities, digital and physical resources, preferred learning platforms, time allocations and staffing need organisational justification and approval. Building on this, an education mentoring program does exist to for first year graduate and returning teachers gain full Victorian Institute of Teaching registry (Victorian Government. n.d.). But unfortunately, excluding VET teachers from this resource, as VET teachers cannot apply for full teaching registry unless they have completed an accredited initial teacher education program as outlined on their website (Victorian Institute of Teaching, n.d.). Developing this further, Ward and Rodd’s (2024) survey results suggest VET teachers who engaged in professional development activities, did so more in their own time. Rather than, what should have been allocated to them, accredited and justified from the department of education and organisational career trajectories. These, lack of resources, organisational and time-related constraints are compounded by additional survey results which indicate there is no clear financial incentives or rewards for VET teachers to continue further qualifications and training (Ward & Rodd ,2024).

These material-economic arrangements identified and discussed, constrain the practice of a VET teacher in my proposed context. As not only is access to professional resources at a minimum, no further career progression or pay increase can evidently be achieved.

To address these key issues, setting up a feasible learning platform like canvas, mentoring resources can be added, stored and shared amongst users, overseen by the stakeholders involved. Virtual mentoring meetings via Zoom can be utilised by the mentee and mentor groups, supporting the time restraints and availability (demographical location) whilst building the psychosocial side of the mentoring relationship. To add incentives to the program, Government and industry sponsorship could be attained as well as a formalising an annual recognition of completing the mentorship program i.e. mentorship committee Annual VET Mentoring Gala dinner. With options for graduated participants to re-enrol in the year long program or progress into mentoring, mentoring committee and leadership positions.

Key social-political arrangements / issues:

A social-political arrangement identified in Billett’s (2004) literature is the unequal access to learning activities. He also conceptualises co-participation as the duality of workplace learning activities being offered and how well the participant engages with them (Billett, 2004). This notion of uneven access and engagement aligns with a key issue raised by Marx and his associates (2021) - the inability for traditional mentoring models to ‘bring to light’ the underlying operations of power and control (Madison, 2011, as cited in, Marx et.al, 2021). Hierarchical patterns are often described in traditional mentoring models, as the mentor apprenticing the mentee into positions of power, authority and success (Meschitti & Lawton Smith, 2017, as cited in Marx et.al, 2021).

These social-political arrangements identified and discussed, suggest organisational learning activities are often laden with power and superiority. In my context, this refers to the Government and the organisational or work contextual it takes place in i.e. high school or college. Feeding down to novice VET teachers which according to Ward and Rodd’s (2024) data, are often paid less than the minimum required wage.

To address these key issues a mentoring committee should be established. Here the stakeholders will have a nominated position at the table, as well as the chance to discuss ethical responsibilities, program direction and growth, workplace and professional mentoring outcomes, as well as issues and situations which may occur. By establishing a mentoring committee, members voices can be heard as well as group voting to eliminate any opportunity of government or organisational hierarchy and power.

Relevance of these issues to the mentoring program design and scenario:

After identifying and discussing key issues regarding the design and implementation of a VET teacher careers mentoring program, the importance of utilising multifaceted mentoring perspectives and theories is more critically understood. Theories like Horkheimer’s inspired critical theory, which centre on socially structured norms challenger us to look beneath the surface when developing change and critiquing a mentoring program (Horkheimer, as sited in, Marx et.al, 2021). Exposing conditions like the human freedom, ways of knowing, the social dynamics can be identified, steering us away from traditional models of mentoring and constructivist theory.

Bourke and his associates (2025) recent research paper describes the importance of mentoring programs, utilising a systematic scoping review and theme-based analysis to produce a conceptual framework identifying key domains to address when developing a mentoring program. The key domains identified are:

 Needs assessment and goal setting

 Mentor–mentee matching

 Orientation–onboarding

 Regular meetings and check-ins

 Skill development and hands-on- training

 Feedback and performance evaluation

 Professional development and career guidance

 Psychosocial support and well-being

 Longitudinal relationship and transition support

 Program evaluation and continuous improvement

Conclusion:

The key issues identified and discussed including the further investigation into additional mentoring theories and perspectives has created a strong framework and background to continue planning my proposed mentoring program, progressing into assignment 3.

References:

Australian Bureau of Statistics. (2021). Broadmeadows: 2021 Census all persons QuickStats. https://abs.gov.au/census/find-census-data/quickstats/2021/210051242\

Billett, S. (2004). Co-participation at work: Learning through work and throughout working lives. Studies in the Education of Adults, 36(2), 190–205. https://doi.org/10.1080/02660830.2004.11661496

Bourke, L., Conway, C., & Abdalla, M. E. (2025). Mentorship in surgical training; a systematic scoping review to inform a mentorship framework for ophthalmology trainees. BMC Medical Education, 25(1), 373–12. https://doi.org/10.1186/s12909-025-06901-9

Cervero, R. M., & Wilson, A. L. (2010).Program Planning In K. Rubenson (ed.), Adult learning and education.

Choy, S., Hodge, S., Grootenboer, P., & Edwards-Groves, C. (2017). Teaching Practice in Australian Vocational Education and Training: A Practice Theory Analysis. In Practice Theory Perspectives on Pedagogy and Education (pp. 157–173). Springer. https://doi.org/10.1007/978-981-10-3130-4_8

Deng, C., Gulseren, D. B., & Turner, N. (2022). How to match mentors and protégés for successful mentorship programs: a review of the evidence and recommendations for practitioners. Leadership & Organization Development Journal, 43(3), 386–403. https://doi.org/10.1108/LODJ-01-2021-0032

Fenwick, T. (2010). Workplace ‘learning’and adult education. Messy objects, blurry maps and making difference. European journal for Research on the Education and Learning of Adults, 1(1-2), 79-95.

Grossman P., McDonald M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205.

Houghton, E. (2025). Government VET mentoring program [Figure 1]

Kavanagh, S. S., Gotwalt, E. S., Guillotte, A., & Bernhard, T. (2024). Differentiating Between Core Practices and Best Practices: Exploring Divergent Purposes for Developing a Professional Language for Teaching. Teachers College Record (1970), 126(11–12), 59–89. https://doi.org/10.1177/01614681251318871

Mahon, K., Francisco, S., & Kemmis, S. (2017). Exploring education and professional practice: Through the lens of practice architectures (1st ed.). Springer. https://doi.org/10.1007/978-981-10-2219-7

Marx, D., Panther, L., Thomas, R., & McNeil, H. (2021). Multifaceted mentorship community: resisting historical mentoring to create mentee-initiated and sustained mentorship for women doctoral students. Mentoring & Tutoring: Partnership in Learning, 29(4), 430–452. https://doi.org/10.1080/13611267.2021.1954456

Statista. (n.d.). Educational attainment level in the education and training industry in Australia in 2021. Statista. Retrieved April 14, 2025, from https://www.statista.com/statistics/788328/australia-educational-attainment-level-in-the-education-and-training-industry/

Ünsal, E., Yalcinkaya, T., Dönmez, A., & Yucel, S. C. (2024). “A different country, a different language, a different culture…” Educational experiences of international nursing students studying in Turkey: A qualitative study. Nurse Education in Practice, 77, 103950–103950. https://doi.org/10.1016/j.nepr.2024.103950

Victorian Department of Education. (n.d.). Inclusive workplaces: Cultural diversity. https://www2.education.vic.gov.au/pal/inclusive-workplaces/policy-and-guidelines/cultural-diversity

Victorian Government. (n.d.). Effective mentoring program. https://www.vic.gov.au/effective-mentoring-program

Victorian Institute of Teaching. (n.d.). VIT-accredited ITE programs. https://www.vit.vic.edu.au/education-providers/education-those-who-wish-become-teachers/vit-accredited-ite-programs

Ward, C., & Rodd, P. (2024). PD: A professional deterrence? The financial cost and time commitment of professional development for VET practitioners in Western Australia. Australian Journal of Adult Learning, 64(1), 53–81.

Wilcoxen, C., Bell, J., & Steiner, A. (2020). Empowerment through induction: supporting the well-being of beginning teachers. International Journal of Mentoring and Coaching in Education, 9(1), 52–70. https://doi.org/10.1108/IJMCE-02-2019-0022