The perspectives and experiences of Hong Kong preschool teacher mentors: Implications for mentoring

The perspectives and experiences of Hong Kong preschool teacher mentors: Implications for mentoring

• Li, Yuen Ling Hong Kong Institute of Education

Teacher Development, 13(2), 147-158, 2009

Routledge

2009

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

Mentoring in Education Education, Preschool Mentors Hong Kong China Mentoring Programs Teacher Mentoring

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Little research has been done on the choices of mentors when they are offered a comprehensive range of roles. The mentors in this study were in their first attempt as mentors and did not have an assigned 'role'. They were involved in a mentoring course that sought to facilitate the placement of in-service teachers and school-institute partnerships. Findings suggested that there was a tendency of the mentors to take an authoritarian role on the rights and wrongs of protégés' teaching while managing to maintain trust and warm relationships. A particular interaction pattern between the mentors and protégés emerged. There were signs of a clear preference for performing the role of guiding teaching evaluations and the mentor teachers had a very positive attitude towards providing 'assistance' to the less experienced teachers. Nevertheless, room for the development of flexibility, creativity and initiative on the part of the protégés was limited by a number of contextual factors.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13664530903043970]

• English

Journal Articles

• 13664530

• 10.1080/13664530903043970

https://bibliography.lib.eduhk.hk/en/bibs/0f46ec28

2010-11-28