ERIC Number: EJ1098895
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 79
Student Teachers' and Mentor Teachers' Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?
Professional Development in Education, v42 n3 p387-402 2016
This study examines similarities and differences between mentor teachers' and student teachers' perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. In addition to the interview data, the participants were asked to use metaphors to describe the mentoring relationship. The findings indicated that there was no serious dispute between their ideas and both parties considered encouragement and support, an open line of communication and feedback as the most significant elements. They also used metaphorical images such as guiding, parenting and training, verifying the importance of support and nurturing in the mentoring relationship. However, a difference was identified in participants' attitudes of the impact of the mentoring relationship on student teachers' identity formation. Based on the findings it is suggested that mentor teachers consider the significance of the mentoring relationship on development of student teachers' identity.
Descriptors: Student Teachers, Mentors, Experienced Teachers, Supervisor Supervisee Relationship, Supervisory Methods, Interviews, Figurative Language, Student Teacher Attitudes, Teacher Attitudes, Preservice Teacher Education, Professional Identity, Interpersonal Communication, Helping Relationship, Trust (Psychology), Feedback (Response), Foreign Countries
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: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia