Journal Articles
Mentoring student-teacher case studies
- Mentoring student-teacher case studies
- Early Child Development and Care, 173(1), 33-41, 2003
- Routledge
- 2003
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- Hong Kong
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- 1997.7 onwards
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- 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]
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- English
- Journal Articles
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- 03004430
- https://bibliography.lib.eduhk.hk/en/bibs/086b3e9c
- 2010-09-24
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