Abstract/Details

Mentoring is a two-way street: An examination of mentor/mentee relationships in a pre-service, residency-based, teacher education program


2008 2008

Other formats: Order a copy

Abstract (summary)

The United States educational system is wrestling with two major issues: teacher quality and teacher quantity. Many school systems face the dilemma of recruiting, training and retaining a teacher workforce that understands content and uses effective teaching pedagogies to increase student achievement. Mentoring has become a viable mechanism in providing direct support for novice teachers in their pre-service and in-service experiences.

Much of the research around the experiences of mentors and novices (mentees) has been focused on the discrete skills and structures inherent in the mentoring process, not on the intricacies of the mentoring relationship. More often than not, research on mentoring confirms that mentoring is something done to a mentee not with a mentee.

This qualitative research study broadens the understanding of experiences held by mentors and mentees in an urban pre-service, residency-based, teacher education program. In particular, this study examines the beliefs and values that each participant holds around teaching and learning and how these beliefs and values impact their work together. Semi-structured interviews, observations of practice and field notes of the eight participants in the study (four mentor/mentee pairs) indicate that mentoring is a complex practice which has the power of enhancing the learning not only for the mentee but for the mentor as well.

Major findings of this study suggest that mentors and mentees work within a complex interchange of content and context that is a result of their beliefs, values and expectations around teaching and learning. Each of the four mentoring relationships experienced some degree of difficulty. However, it was the beliefs and values held by each person that determined how they would address these difficulties for the maximum benefit of themselves, their mentor/mentee counterpart and the students with whom they worked. In particular beliefs and values around supervision and evaluation, communication, feedback and the role of the mentor and mentee greatly impacted the level of support and success that each individual experienced.

Indexing (details)


Subject
School administration;
Teacher education;
Mentoring programs
Classification
0514: School administration
0530: Teacher education
Identifier / keyword
Education; Alternative certification; Mentoring; Preservice; Preservice teachers; Residency-based education; Teacher residency; Teacher training
Title
Mentoring is a two-way street: An examination of mentor/mentee relationships in a pre-service, residency-based, teacher education program
Author
Freeman, Hollee Raye
Number of pages
312
Publication year
2008
Degree date
2008
School code
0016
Source
DAI-A 69/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549676867
Advisor
Blumer, Irwin
University/institution
Boston College
University location
United States -- Massachusetts
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3318141
ProQuest document ID
304690670
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304690670
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.