NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856790
Record Type: Journal
Publication Date: 2009-May
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1366-4530
The Perspectives and Experiences of Hong Kong Preschool Teacher Mentors: Implications for Mentoring
Li, Yuen-ling
Teacher Development, v13 n2 p147-158 May 2009
Little research has been done on the choices of mentors when they are offered a comprehensive range of roles. The mentors in this study were in their first attempt as mentors and did not have an assigned "role". They were involved in a mentoring course that sought to facilitate the placement of in-service teachers and school-institute partnerships. Findings suggested that there was a tendency of the mentors to take an authoritarian role on the rights and wrongs of proteges' teaching while managing to maintain trust and warm relationships. A particular interaction pattern between the mentors and proteges emerged. There were signs of a clear preference for performing the role of guiding teaching evaluations and the mentor teachers had a very positive attitude towards providing "assistance" to the less experienced teachers. Nevertheless, room for the development of flexibility, creativity and initiative on the part of the proteges was limited by a number of contextual factors.
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 - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong