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Teacher Development
An international journal of teachers' professional development
Volume 13, 2009 - Issue 2
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Original Articles

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

Pages 147-158 | Received 28 Apr 2007, Accepted 01 Mar 2009, Published online: 22 Jul 2009
 

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.

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