The Role of Teacher as Mentor

Abstract

Teachers who make the time to prepare themselves to be mentors tend to have more satisfying and productive mentoring relationships than those who do not.

Mentoring Undergraduate Students

“…Some theories have aimed to capture the phases or stages through which relationships progress (Hunt & Michael, 1983;Kram, 1988;Zachary, 2002). Stage models allow scholars and practitioners to acknowledge the changing nature of mentoring relationships, creating the opportunity to understand the need for and ultimately provide specific forms of interaction and resources based on where mentors and mentees are in their relationship.…”

Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science

“…Many educators (e.g. Gaston & Jackson, 1998;Jarvis et al, 2001;Zachary, 2002) claim that mentors must be educated on explicit mentoring practices with well-organised mentor programs. Indeed, primary teachers may need formal preparation for their roles as mentors as, in most cases, 'mentors are thrust into the new role of mentoring with only the most meagre guidance' (Edwards & Collison, 1996, p. 11).…”

A Case Study of Education Ph.D. Cohort Students: Factors Related to Stress

“…These peer mentors should be members of a more experienced cohort. This will facilitate the growth and professional development of the student mentor while maximizing the educational experience of the mentee (Zachary, 2002). In addition to faculty advisors normally assigned to doctoral students, these student mentors can assist the mentee in navigating through the maze and nuances of the doctoral process and serve as a preparatory experience for the beginning doctoral student to be a mentor at a later date.…”