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ERIC Number: ED567927
Record Type: Non-Journal
Publication Date: 2015
Pages: 127
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-1536-6
Beginning Teachers' Experiences Working with a District-Employed Teaching and Learning Coach in the Role of a Mentor in a North Carolina School District
Hobbs, Kari Sanderson
ProQuest LLC, Ed.D. Dissertation, Gardner-Webb University
This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, this study sought to understand the cognitive, emotional, and social processes involved in working with a mentor. This is a qualitative study using the research method of phenomenology through one-on-one in-depth interviews. This research method was used for the purpose of gaining insight by gathering thick, rich data on the lived experiences of beginning teachers. Nine beginning teachers participated in the study: four elementary, two middle, and three high school. Data collection took place at the end of the school year and included Year 1 and Year 2 teachers. [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: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina