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ERIC Number: EJ846400
Record Type: Journal
Publication Date: 2005-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0312-5033
Mentoring Preservice Teachers in the Preschool Setting: Perceptions of the Role
Walkington, Jackie
Australian Journal of Early Childhood, v30 n1 p28-35 Mar 2005
The success of professional experience for preschool preservice teacher learning is valued and based very much on the relationship developed between all stakeholders. What motivates the preschool-based teachers and how they see their role in this relationship is integral to achieving effective outcomes for both themselves and the preservice teachers. Recent data collected from preschool teachers has identified their perceptions of what participating in the preservice relationship adds to their personal and professional self-concept. Findings from this data provide an insight and a challenge for those designing and implementing early childhood teacher education programs, indicating the need to give greater emphasis to understanding the personal and professional motivation of the mentoring teachers when establishing and maintaining these programs. They too are key learners in an effective relationship of professional growth.
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A