Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: Do they match or clash?
Document Type
Journal Article
Publication Title
Professional Development in Education
Publisher
Routledge / Taylor & Francis
School
School of Education
RAS ID
24473
Abstract
This study examines similarities and differences between mentor teachers’ and student teachers’ perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. In addition to the interview data, the participants were asked to use metaphors to describe the mentoring relationship. The findings indicated that there was no serious dispute between their ideas and both parties considered encouragement and support, an open line of communication and feedback as the most significant elements. They also used metaphorical images such as guiding, parenting and training, verifying the importance of support and nurturing in the mentoring relationship. However, a difference was identified in participants’ attitudes of the impact of the mentoring relationship on student teachers’ identity formation. Based on the findings it is suggested that mentor teachers consider the significance of the mentoring relationship on development of student teachers’ identity. © 2015 International Professional Development Association (IPDA).
DOI
10.1080/19415257.2014.994136
Access Rights
subscription content
Comments
Izadinia, M. (2016). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: Do they match or clash?. Professional Development in Education, 42(3), 387-402.
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