Dialogues between mentors and proteges: Understanding the mentoring practices in Hong Kong kindergartens

Yuen Ling Joyce LI

Research output: Contribution to conferencePapers

Abstract

This paper will focus on analysis of the dialogues between mentors (a total of 30 kindergarten teachers involved in a mentoring scheme) and their mentees as well as the self-reflection records of the mentors. It appears that mentor teachers make use of a simplified model, one which reflects an underlying value of self-fulfillment in supporting their protégés’ professional development. The behaviour adopted is relationship based but structured talk to minimize informality of relationship. It seems that mentor teachers used “frames” to define problems, diagnose causes, make value judgements, and claim self-fulfillment. The framing or a structured frame highlights clear goals, specialized roles, formal relationships and coordination through authority.
Original languageEnglish
Publication statusPublished - 2006

Citation

Li, Y. L. (2006, November). Dialogues between mentors and proteges: Understanding the mentoring practices in Hong Kong kindergartens. Teachers' professional development: Characteristics of mentors, dialogue between mentors and proteges, language teachers' professional development. Symposium conducted at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization, The Hong Kong Institute of Education, China.

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