NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ839297
Record Type: Journal
Publication Date: 2005-Oct
Pages: 27
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1090-1027
Support and Challenge in Mentoring: A Case Study of Beginning Elementary Teachers and Their Mentors
Certo, Janine
Journal of Early Childhood Teacher Education, v26 n4 p395-421 Oct 2005
In a recent "Journal of Early Childhood Teacher Education" article, the author reported on a single case of a successful mentor-beginning teacher pairing that was derived from a larger qualitative study (Certo, 2005). The purpose of this article is to report findings from that larger investigation. Three Virginia elementary 1st-year teachers and their mentors were interviewed in September, December, and February. Beginning teachers also kept journals of reflections about challenges in 1st-year teaching and the presence, nature, and impact of mentoring activities. Perceptions of mentor activities and the perceived impact on beginning teachers' thinking and professional development are described using Daloz's support and challenge model (1988). Mentors provided a balance of support and challenge activities, and beginning teachers reported being impacted by their mentors in numerous ways, from classroom management to adoption of new instructional approaches. These cases may be useful to practitioners as models of effective practice. (Contains 4 tables, 1 figure and 1 footnote.)
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 - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia