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ERIC Number: EJ863313
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0162-6620
Rudderless as Mentors: The Challenge of Teachers as Mentors
Gardiner, Wendy
Action in Teacher Education, v30 n4 p56-66 Win 2009
Mentors are taking increasingly significant roles in preservice teachers' preparation. Because mentoring is complex and research is evolving and sometimes contradictory, the questions guiding this qualitative study were as follows: First, how do mentors gain their expertise? Second, what support do they need to promote their continued development? The context of this study was a teacher training academy. Data were collected from eight mentor teachers in three ways--through individual interviews, focus group interviews, and participant observation. Results indicate that mentors conceptualized their work into two distinct roles: teaching and mentoring. Although the school provided professional development for both teaching and mentoring, mentors indicated that their mentoring development was insufficient. As a result, mentors lacked a comprehensive understanding of mentoring theories and skills. Unlike with their teaching, which mentors knew how to advance, mentors did not have a knowledge and experiential base to advance their mentoring. Recommendations are provided for developing and supporting mentors' practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A