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ERIC Number: EJ811800
Record Type: Journal
Publication Date: 2008-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1361-1267
Being a Protege: An Autoethnographic View of Three Teacher Education Doctoral Programs
Gurvitch, Rachel; Carson, Russell L.; Beale, Angela
Mentoring & Tutoring: Partnership in Learning, v16 n3 p246-262 Aug 2008
Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of proteges. Kram (1985) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore proteges' perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two-year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor-protege relationship and processes, and it provides implications for practice for proteges and mentors, as well as future research directions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A