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ERIC Number: EJ1033117
Record Type: Journal
Publication Date: 2014
Pages: 24
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1361-1267
Teachers' Perceptions of Their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching
Gut, Dianne M.; Beam, Pamela C.; Henning, John E.; Cochran, Deborah C.; Knight, Rhonda Talford
Mentoring & Tutoring: Partnership in Learning, v22 n3 p240-263 2014
The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers' expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A