Forming the Mentor-Mentee Relationship

Autor/in	Hudson, Peter
Titel	Forming the Mentor-Mentee Relationship
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 24 (2016) 1, S.30-43 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2016.1163637
Schlagwörter	Mentors; Teacher Student Relationship; Case Studies; Professional Development; Trust (Psychology); Preservice Teachers; Grounded Theory; Qualitative Research; Foreign Countries; Teacher Effectiveness; Prosocial Behavior; Models; Australia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Qualitative Forschung; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Analogiemodell; Australien
Abstract	A positive mentor-mentee relationship is essential for the mentee's development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor-mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a mentoring professional development program, (b) nineteen mentor teachers with written responses and audio-recorded focus groups, and (c) two pairs of mentors and mentees with audio-recorded interviews. Findings revealed that positive relationships required the achievement of trust and respect by sharing information, resources, and expectations and by being professional, enthusiastic, and supportive with collaborative problem-solving. A model is presented that outlines ways in which mentors can form positive mentor-mentee relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01