ERIC Number: EJ1266929
Record Type: Journal
Publication Date: 2020
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-1267
EISSN: N/A
Operationalizing the Mentoring Processes as Perceived by Teacher Mentors
Lynn, Sheridan; Nguyen, Hoa Thi Mai
Mentoring & Tutoring: Partnership in Learning, v28 n3 p295-317 2020
Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor-mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.
Descriptors: Mentors, Teacher Attitudes, Cooperating Teachers, Preservice Teachers, Experienced Teachers, Foreign Countries, Private Schools, Urban Schools, Interpersonal Relationship, Teacher Supervision, Elementary School Teachers, Secondary School Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A