The perspectives and experiences of Hong Kong preschool teacher mentors: Implications for mentoring

Yuen Ling Joyce LI

Research output: Contribution to journalArticles

11 Citations (Scopus)

Abstract

Little research has been done on the choices of mentors when they are offered a comprehensive range of roles. The mentors in this study were in their first attempt as mentors and did not have an assigned 'role'. They were involved in a mentoring course that sought to facilitate the placement of in-service teachers and school-institute partnerships. Findings suggested that there was a tendency of the mentors to take an authoritarian role on the rights and wrongs of protégés' teaching while managing to maintain trust and warm relationships. A particular interaction pattern between the mentors and protégés emerged. There were signs of a clear preference for performing the role of guiding teaching evaluations and the mentor teachers had a very positive attitude towards providing 'assistance' to the less experienced teachers. Nevertheless, room for the development of flexibility, creativity and initiative on the part of the protégés was limited by a number of contextual factors. Copyright © 2009 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)147-158
JournalTeacher Development
Volume13
Issue number2
DOIs
Publication statusPublished - May 2009

Citation

Li, Y.-L. (2009). The perspectives and experiences of Hong Kong preschool teacher mentors: Implications for mentoring. Teacher Development, 13(2), 147-158.

Keywords

  • Mentors
  • Teacher mentoring
  • Mentoring programs

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