Mentoring for teacher development in Hong Kong early childhood education: Findings and implications

While research has documented the values of mentoring in teacher development, little research attention has been paid to mentoring in Hong Kong kindergartens. This study is to help fill the knowledge gap by exploring mentoring at work within the Hong Kong early childhood education context. Eight participants from four kindergartens, one principal and one in-service teacher from each school. served as informants. Data collected by means of semi-structured interviewing and other sources, including teacher-journal, audio-taped conference data and observation forms completed by the principals. Four principal findings are presented, and implications are discussed. Copyright © 2001 APJTED.