Mentoring as a Learning Relationship:The Mentee’s Perspective
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Mentoring programs have been implemented for various purposes one is for induction support for beginning teachers, another is for teacher retention and yet another for quality improvement. For the purpose to be met, it is vital that the mentoring relationship develops into one that promotes learning. As such, this paper presents the study of the development of the mentoring relationship. It was conducted in Singapore with 7 mentees. who were in-service early childhood teachers attending the Diploma in Early Childhood Education. The study investigated the development of the mentoring relationship, what mentees understand about mentoring and what they learnt from the relationship. The finding on the development of the mentoring relationship was a modified version of the Stage and Zone Model (Chen, 2000) and it defines the mentoring relationship as one in which "an experienced person acts like a guardian to scaffold the less experienced person’s learning process". As for the learning process, it was facilitated by the positive dispositions of the mentor and the mentee as well as the modeling and advocacy roles that the mentor exhibited. The finding also provide insights into the development of the learning relationship and is valuable to mentors, school administrators, policy makers and program implementers for the successful implementation of mentoring programs.
Abstract
Mentoring programs have been implemented for various purposes one is for induction support for beginning teachers, another is for teacher retention and yet another for quality improvement. For the purpose to be met, it is vital that the mentoring relationship develops into one that promotes learning. As such, this paper presents the study of the development of the mentoring relationship. It was conducted in Singapore with 7 mentees. who were in-service early childhood teachers attending the Diploma in Early Childhood Education. The study investigated the development of the mentoring relationship, what mentees understand about mentoring and what they learnt from the relationship. The finding on the development of the mentoring relationship was a modified version of the Stage and Zone Model (Chen, 2000) and it defines the mentoring relationship as one in which "an experienced person acts like a guardian to scaffold the less experienced person’s learning process". As for the learning process, it was facilitated by the positive dispositions of the mentor and the mentee as well as the modeling and advocacy roles that the mentor exhibited. The finding also provide insights into the development of the learning relationship and is valuable to mentors, school administrators, policy makers and program implementers for the successful implementation of mentoring programs.
참고문헌 (22)
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