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ERIC Number: EJ912602
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0013-175X
Meeting the Graduating Teacher Standards: The Added Benefits for Undergraduate University Students Who Mentor Youth
Bullen, Pat; Farruggia, Susan P.; Gomez, Claudia Rozas; Hebaishi, Ghada Hasan Kamal; Mahmood, Mohamed
Educational Horizons, v89 n1 p47-61 Fall 2010
Although research has clearly demonstrated the benefits of mentoring for mentees, much less is known about how mentoring impacts mentors and, in particular, their professional development. Using a mixed-methods design, this study investigated the impact that mentoring youth had on the professional development of first- and second-year university students, primarily preservice teachers. Researchers collected quantitative data from twenty-eight undergraduate university student mentors pre- and post-program, as well as twenty-nine ninth-grade mentees post-program. In addition, a focus group was conducted with six mentors post-program. The data analyses were guided by the Graduating Teacher Standards: Aotearoa New Zealand (GTS), which outline what a beginning teacher should know at the conclusion of a professional teacher education degree program. The results indicated that mentoring had a positive impact on mentors' development of the values, skills, relationships, and knowledge required to satisfy the GTS. The implications of these findings are discussed within the context of professional development. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand