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

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.