This study examines the theory‐and‐practice connection model in mentor preparation in the context of two mentor preparation programmes in Hong Kong. The 30‐ and the 60‐hour mentoring support development (MSD) programmes share a common conceptualization of mentoring—with the improvement of teaching and learning as the core of mentoring—yet they differ in objectives, duration and the mentoring practice settings in which structured practical work occurs. This enquiry addresses how the theory‐and‐practice connection model contributes to the construction of professional knowledge in mentoring and the development of mentoring practices in schools. It was found that the organization of curriculum components, such as coursework (e.g., skills of lesson analysis and conferencing), and structured practical work in mentoring, facilitated the connection of the theory and practice of mentoring. In addition, mentor trainees (practising school teachers) developed competence in mentoring through integrating research‐based knowledge and knowledge that grew out of their own mentoring experience. Finally, suggestions for the design of mentor preparation programmes and workplace conditions that facilitate mentoring in schools are discussed.
[Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13611260500206002]

Fifty Hong Kong Chinese teachers rated the importance of 25 characteristics and 14 competencies for teachers of gifted learners. While all 39 characteristics and competencies were endorsed as important, the characteristics classified as philosophical ideals were rated most important, followed by characteristics related to professional predispositions. Personal attributes were rated least important. Regarding competencies, specific skills related to identifying, teaching, and counseling gifted learners were rated more important than global strategies. While the selection of teachers of gifted learners might proceed with selecting teachers with the desirable characteristics to meet the needs of gifted learners, the present findings indicated that the development of philosophical, professional, and personal characteristics conducive to effective teaching should not be neglected in teacher preparation programs. Further, desirable skills and competencies that teachers require to teach the gifted well could be made the objectives, goals, and outcomes of teacher preparation programs for teachers of gifted learners. It is believed that the development of teacher preparation programs for teachers of gifted learners in Hong Kong and elsewhere might benefit from integrating Chinese thinking with Western empirically supported findings on the characteristics and competencies of teachers of gifted learners.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02783190109554098 ]