Considering the Mentoring Dyad through the Lens of Relational Trust

Autor/inn/en	Vostal, Meg; Horner, Christy Galletta; LaVenia, Kristina Nell
Titel	Considering the Mentoring Dyad through the Lens of Relational Trust
Quelle	In: Action in Teacher Education, 43 (2021) 1, S.37-53 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1683480
Schlagwörter	Mentors; Trust (Psychology); Collegiality; Cooperating Teachers; Preservice Teachers; Undergraduate Students; Student Attitudes; Elementary Secondary Education; Public Colleges; Field Experience Programs; Professional Identity; Perspective Taking; Role Perception + Suchen Sie Ihr Suchwort? Kollegialität; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Praxisnahes Lernen; Zukunftsperspektive; Role conception; Rollenverständnis
Abstract	Research suggests that relational trust is important for teacher collaboration and shared learning. This study examines relational trust with a new population: teacher candidates and classroom mentor teachers (CMT). Our results suggest participants' (n = 16) perceptions of trust in mentoring relationships align with published facets of trust. Further, we found candidates expressed trust in two distinct ways. Participants primarily expressed trustworthy behaviors by judging CMTs' trustworthiness and were less likely to express demonstrations of trustworthy behaviors to CMTs. Candidates' orientation toward judging may be useful to teacher preparers who want to help candidates self-direct positive field experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01