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ERIC Number: EJ819680
Record Type: Journal
Publication Date: 2006-May
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1361-1267
Learning by Mentoring: Prospective Teachers as Mentors to Children At-Risk
Fresko, Barbara; Wertheim, Cheruta
Mentoring & Tutoring: Partnership in Learning, v14 n2 p149-161 May 2006
This survey-based study examined the benefits of mentoring for 299 pre-service teachers who voluntarily worked with children at-risk in a nationwide Israeli mentoring project. Results revealed that mentoring taught prospective teachers about the world of children, increased their sensitivity to children at-risk and to children as individuals, and improved their ability to cope with difficult situations. Mentoring was particularly beneficial for mentors majoring in special education, when viewed as a professional development opportunity, and when guidance was provided that aimed at connecting between academic studies and mentoring experiences. Unlike other field experiences in teacher training programs which emphasize classroom teaching, mentoring offers pre-service teachers an opportunity to learn about the individual child and the social factors influencing his/her success in school. (Contains 7 tables and 1 note.)
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: Elementary Education; Elementary Secondary Education; High Schools; Higher Education; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel