Search results for: Supervisor supervisee relationship
Page 3/3 25 items
“We're Not Just Interested in the Work”: Social and Emotional Aspects of Early Educator Mentoring Relationships
The current study examines the processes by which early childhood educators and their mentors negotiated the social and emotional aspects of their working relationships. The participants were twenty-five mentors who worked with over 200 infant/toddler caregivers and preschool educators as part of a community-wide professional development initiative. Findings suggested that mentors and mentees recognized the emotional nature of their relationship and explicitly negotiated their roles and boundaries within the relationship.
Updated: Jan. 04, 2011
This study examined the primary school principals’ perceptions of ‘trust’ in their mentoring experiences at different career phases. Both quantitative and qualitative methods were used in the study. The Primary School Principals’ Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary school principals in Istanbul. As a follow-up study, focus groups were carried out with 50 school administrators at various career phases. Results of the study showed that in different career phases, trust played a crucial role in maintaining the collegiality in the principals’ mentoring experiences.
Updated: Oct. 17, 2010
The relationship between an associate teacher and student teacher is a crucial aspect of the practicum experience in pre-service teacher education. This paper discusses a study which investigated the nature and substance of the professional relationship established between associate teachers and student teachers during a final block practicum.
Updated: Dec. 09, 2009
More than A Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers
The goal of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). The authors hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct. This difference has significant implications for mentor preparation and university collaboration.
Updated: Feb. 02, 2009
The purpose of the paper is to investigate proteges' perspectives on their mentoring relationships within doctoral programs. The authors employ an autoethnographic approach to research writing. They share their journey after having studied the mentoring relationships within their own doctoral programs. The paper provides implications for practice for proteges and mentors, as well as future research directions
Updated: Jan. 28, 2009