Mentoring student-teacher case studies

Mentoring student-teacher case studies

• Yip, Heung Ling School of Early Childhood Education, Hong Kong Institute of Education

Early Child Development and Care, 173(1), 33-41, 2003

Routledge

2003

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Case Studies Early Childhood Education Foreign Countries Interpersonal Relationship Kindergarten Mentors Principals Program Effectiveness Student Teachers Hong Kong Protege Mentor Relationship Relationship Quality

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Post-Secondary Education

Substantial, broad and varied benefits can be gained from mentoring; however, the key to successful mentoring lies in the mentor/mentee relationship. The present study investigated the dimensions in the mentoring relationships that foster or impede the mentoring process between four kindergarten principals and four student-teachers in Hong Kong. The findings of the study support the view that relationship-building is critical in the mentoring process. The dimensions that may sustain an effective mentoring relationship appear to be a high comfort level, trust, openness, ongoing support, regular communication, and the mentors' expertise and level of commitment.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022404]

• English

Journal Articles

• 03004430

• 10.1080/0300443022000022404

https://bibliography.lib.eduhk.hk/bibs/086b3e9c

2010-09-24