The purpose of this study was to explore a particular opportunity for experienced teachers to continue to learn and grow professionally within the context of their daily practice. Using the cooperating teacher/preservice teacher dyad as a framework, the study explored reciprocity of professional learning and growth in mentoring relationships.The participants, six secondary teachers from two Professional Development Schools, had each mentored one or more preservice teachers during their careers. Identified through non-probability sampling, the participants represented both genders, several disciplines, and career spans of 3 to 30 years.Data were collected through a series of three semi-structured, phenomenologically based interviews with each participant. Additional data were provided through researcher observations and a reflective research journal kept by the researcher during the data collection and analysis. All interviews were tape recorded and transcribed in their entirety. Individual case narratives were developed for each participant and a cross-case analysis of the individual case studies was performed. An inductive analysis of the data identified five discrete yet overlapping themes: professional pride, collegial relationships, sources of new learning, personal/professional growth, and professional renewal.Each theme encompassed several sub-themes. Sub-themes comprising the theme of professional pride included giving back, making a difference, touching the future, learning to teach, and the real world. The second theme, collegial relationships, was comprised of breaking the isolation of the classroom, teacher talk, mentoring meetings, and time. Sources of new learning included modeling, observing, and evaluating. The theme of personal/professional growth encompassed new roles and responsibilities and interaction with the university. Professional renewal was comprised of three sub-themes: challenges, enthusiasm of student teachers, and revival of mentor teachers' enthusiasm.The five identified themes and attendant sub-themes provided insight into the participants' interpretations of their experiences and their understanding of the meaning of the experiences to them as professional educators. While the research centered on the mentor teachers' perceptions and explored the psychosocial and career benefits offered to them through the experience of mentoring, its value would be increased by expanded study on the subject and its implications for teachers, schools, and colleges of education. / Department of Educational Studies
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/181182 |
| Date | January 2004 |
| Creators | Stillisano, Jacqueline |
| Contributors | Armstrong, Joseph L. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | x, 214 leaves ; 28 cm. |
| Source | Virtual Press |
Page generated in 0.0017 seconds