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ERIC Number: ED262032
Record Type: Non-Journal
Publication Date: 1985-Apr
Pages: 91
Abstractor: N/A
Reference Count: N/A
Mentoring: A Review of the Literature with a Focus on Teaching.
Galvez-Hjornevik, Cleta
Many local education agencies, as well as independent school districts, are currently designing induction programs for beginning teachers. One feature of these induction programs is the appointment of a mentor or sponsor teacher. This review is designed to summarize existing literature from the teaching profession on the mentoring relationship in order to assist educators in enhancing induction programs. A review of pertinent research concerning the mentoring phenomenon provides education professionals interested in initiating a "mentor teacher" or "sponsor teacher" program with an important resource. This paper focuses on three major areas: the concept of mentoring and its theoretical foundations, mentorial activities as they relate to teachers and induction programs, and the nature of the mentor-protege relationship in professions other than education. Overviews are provided of studies of mentoring in schools and induction programs that incorporate the mentoring relationship. Information is included on: (1) the characteristics and functions of the mentor; (2) selecting and attracting a mentor; (3) the interpersonal relationship; (4) the character of the mentor-protege relationship; (5) precautions in engaging in the mentor-protege relationship; (6) what and how proteges learn from mentors; and (7) guidelines for formal and informal mentor programs. (JD)
Communication Services, Research & Development Center for Teacher Education, The University of Texas at Austin, Education Annex 3.203, Austin, TX 78712.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.