Mentoring student-teacher case studies

Heung Ling YIP

Research output: Contribution to journalArticlespeer-review

7 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)33-41
JournalEarly Child Development and Care
Issue number1
Publication statusPublished - Jan 2003


Yip, H.-L. (2003). Mentoring student-teacher case studies. Early Child Development and Care, 173(1), 33-41.


  • Student-teachers
  • Mentoring
  • Kindergarten principals


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