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ERIC Number: EJ1064530
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1090-1027
Supporting Mentors of Preservice Early Childhood Education Teachers: A Literature Review
Hobbs, Melody Kay; Stovall, Rachel
Journal of Early Childhood Teacher Education, v36 n2 p90-99 2015
The rigorous and complex demands of a mentor's role are often overlooked during the mentorship of preservice teachers. Mentors have the profound responsibility to be both supervisor and instructor all the while fostering a cooperative, trusting, and supportive relationship. However, many mentors feel unprepared to meet the needs of preservice students (Russell & Russell, 2011) and unsupported in the mentoring role (Ambrosetti, 2014). Little work has been done to study the evolution of mentorship skills in professional teachers, specifically as they participate in ongoing support and training for their role as mentors (Pavia, Nissen, Hawkins, Monroe, & Filimon-Demyen, 2003; Sayeski & Paulsen, 2012). Through a thematic review of the literature, this paper advocates for future exploration of mentoring support that fosters the mentor's construction and development of new knowledge, skills, and understandings about mentoring preservice early childhood teachers.
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; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A