NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1160783
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1361-1267
New Teachers' Perspectives of Informal Mentoring: Quality of Mentoring and Contributors
Du, Fengning; Wang, Qi
Mentoring & Tutoring: Partnership in Learning, v25 n3 p309-328 2017
As an individual socialization initiative, informal mentoring has often been lauded as an effective tool to provide spontaneous and immediate social-emotional and career-related assistance to new teachers. Little is known about how informal mentoring is perpetuated in workplace. Through the conceptual lens of dynamic process theory of mentoring, we seek to illuminate the interactional patterns of informal mentoring as manifested through its contributors and quality. The findings of our study reveal that social interaction, time, organizational contexts, and individual characteristics mediate the process of informal mentoring. Further, informal mentoring is limited primarily to seeking information and is low in frequency of interaction and follow-up activities. Finally, we discuss a number of practical and theoretical implications related to informal mentoring, including the advantage of a hybrid model of mentoring and the addition of social interactions as a mediating factor of the dynamic process theory of mentoring.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A