Mentors' perceptions of their own professional development during mentoring

Mentors' perceptions of their own professional development during mentoring

• Lopez-Real, Francis University of Hong Kong
• Kwan, Tammy University of Hong Kong

Journal of Education for Teaching, 31(1), 15-24, 2005

Routledge

2005

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Partnerships in Education Preservice Teacher Education Higher Education Elementary Secondary Education Mentors Teacher Attitudes College Faculty Foreign Countries Faculty Development

• Hong Kong

• 1997.7 onwards

• Secondary Education
• Post-Secondary Education

During 2001-2002 the Faculty of Education at the University of Hong Kong undertook a large-scale evaluation of the school-university partnership scheme. As part of this study, all mentors were asked how, if at all, the mentoring process had enhanced their own professional development. An open-response questionnaire was administered with a selection of follow-up interviews. About 70% of the mentors claimed that they had benefited professionally from mentoring. Here we analyse mentors' responses and from them propose four constructs that we suggest lead to professional development, namely: learning through self-reflection, learning from student teachers, learning through mutual collaboration, and learning from university tutors. Of these, the first appears to be the most significant.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607470500043532]

• English

Journal Articles

• 02607476

• 10.1080/02607470500043532

https://bibliography.lib.eduhk.hk/en/bibs/9b65d7b0

2010-09-24