Substantial, broad and varied benefits can be gained from mentoring; however, the key to successful mentoring lies in the mentor/mentee relationship. The present study investigated the dimensions in the mentoring relationships that foster or impede the mentoring process between four kindergarten principals and four student-teachers in Hong Kong. The findings of the study support the view that relationship-building is critical in the mentoring process. The dimensions that may sustain an effective mentoring relationship appear to be a high comfort level, trust, openness, ongoing support, regular communication, and the mentors' expertise and level of commitment. Copyright © 2003 Taylor & Francis Ltd.
CitationYip, H.-L. (2003). Mentoring student-teacher case studies. Early Child Development and Care, 173(1), 33-41.
- Kindergarten principals