NotesFAQContact Us
Search Tips
ERIC Number: ED515646
Record Type: Non-Journal
Publication Date: 2009
Pages: 220
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-5844-6
Mentoring Stories: A Process of Learning and Becoming in the Field of Special Education
Shiraki-Sakaino, Carrie
ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa
The proliferation of mentoring programs for new teachers has led to a tremendous interest in the skills that mentors develop in order to effectively support their mentees. Consequently, a substantial body of research has focused on the practice of mentoring and mentored learning. Majority of these studies have relied upon data collected at single points in time with less emphasis on how the mentoring experience develops over time. A narrative approach as well as a parallel self-study was used to explore and inquire into the mentoring experience from the perspective of those who were living the mentoring experience. Mezirow and Associates' (2000) transformational learning theory provided the theoretical lens for framing the study. The data were derived from multiple sources including interviews, e-journals, and analytic memos. The results of this study evidenced development in thinking across all participants. The findings of this study also revealed that none of the participants moved through Mezirow and Associates' (2000) phases in a linear manner. Additionally, all four participants stories evidenced a "recycling" of their thinking prior to integration. This "recycling" of thinking for all four participants occurred at the same phase in Mezirow and Associates' (2000) transformational learning theory or phase six, exploring options for potential resolution. The findings of this study revealed that all four cases reported a lack of support received from their administrators and an overwhelming amount of paperwork and other responsibilities. The amount of paperwork resulted in participants feeling disconnected from teaching, which all shared was the most enjoyable part of their job: their students. The mentoring support received, the critical reflections and the collaborative nature of the e-journals were all shared as activities participants found most beneficial to their development. The results of the parallel self-study revealed that relationships, mentor expectations and reflections were what I valued most in my practice. However, in conducting an additional layer of analysis, I learned that there were contradictions between my beliefs and my practice. This scratching "beneath the surface", allowed me the ability to see from a different perspective and brought insight to my practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A