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 language | English |
|---|---|
| Publication status | Published - 2006 |
| Event | The Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization = 亞太教育研究學會國際研討會2006：全球化中的教育研究、政策與實踐 - The Hong Kong Institute of Education, Hong Kong Duration: 28 Nov 2006 → 30 Nov 2006 |
Conference
| Conference | The Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization = 亞太教育研究學會國際研討會2006：全球化中的教育研究、政策與實踐 |
|---|---|
| Abbreviated title | APERA 2006 |
| Country/Territory | Hong Kong |
| Period | 28/11/06 → 30/11/06 |