Title

Mentors And Protégés: Establishing Systems Of Assisted Performance In Preservice Teacher Education

Keywords

Mentor-protégé relationships; Preservice teacher education

Abstract

The purpose of this study was to extend understand of mentor-protégé relationships, mentoring practice, mentor characteristics, and factors that influence development of mentor-protégé relationships. The effect of long-term placement with its built-in opportunities for mediated learning, was also examined. Open-ended questionnaires were administered to 26 mentor-protégé pairs who had been together for three semesters in a preservice teacher program. Three categories of important mentor characteristics were identified; mentor as nurturer, expert colleague, and role model. Mentors and protégés felt that long-term placement had allowed time for development of their relationship, which they described as a close friendship characterized by honesty, mutual respect, and professionalism. Vygotskian principles regarding the sociocultural context of learning were discussed within the context of mentor-protégé relationships. Findings from this study suggest that long-term placement with a mentor can provide opportunities for the development of systems of assisted performance, which may contribute to protégé' teaching self-efficacy belief. © 1999 OPA (Overseas Publishers Association) N.V.

Publication Date

12-1-1999

Publication Title

Early Child Development and Care

Volume

156

Issue

1

Number of Pages

35-52

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/0300443991560103

Socpus ID

84859513649 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84859513649

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