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Article: Mentors' perceptions of their own professional development during mentoring

TitleMentors' perceptions of their own professional development during mentoring
Authors
Issue Date2005
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.asp
Citation
Journal Of Education For Teaching, 2005, v. 31 n. 1, p. 15-24 How to Cite?
AbstractDuring 2001-2002 the Faculty of Education at the University of Hong Kong undertook a large-scale evaluation of the school-university partnership scheme. As part of this study, all mentors were asked how, if at all, the mentoring process had enhanced their own professional development. An open-response questionnaire was administered with a selection of follow-up interviews. About 70% of the mentors claimed that they had benefited professionally from mentoring. Here we analyse mentors' responses and from them propose four constructs that we suggest lead to professional development, namely: learning through self-reflection, learning from student teachers, learning through mutual collaboration, and learning from university tutors. Of these, the first appears to be the most significant. © 2005 Taylor & Francis Group Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/175399
ISSN
2015 Impact Factor: 0.778
2015 SCImago Journal Rankings: 0.731
References

 

DC FieldValueLanguage
dc.contributor.authorLopez-Real, Fen_US
dc.contributor.authorKwan, Ten_US
dc.date.accessioned2012-11-26T08:58:39Z-
dc.date.available2012-11-26T08:58:39Z-
dc.date.issued2005en_US
dc.identifier.citationJournal Of Education For Teaching, 2005, v. 31 n. 1, p. 15-24en_US
dc.identifier.issn0260-7476en_US
dc.identifier.urihttp://hdl.handle.net/10722/175399-
dc.description.abstractDuring 2001-2002 the Faculty of Education at the University of Hong Kong undertook a large-scale evaluation of the school-university partnership scheme. As part of this study, all mentors were asked how, if at all, the mentoring process had enhanced their own professional development. An open-response questionnaire was administered with a selection of follow-up interviews. About 70% of the mentors claimed that they had benefited professionally from mentoring. Here we analyse mentors' responses and from them propose four constructs that we suggest lead to professional development, namely: learning through self-reflection, learning from student teachers, learning through mutual collaboration, and learning from university tutors. Of these, the first appears to be the most significant. © 2005 Taylor & Francis Group Ltd.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.aspen_US
dc.relation.ispartofJournal of Education for Teachingen_US
dc.titleMentors' perceptions of their own professional development during mentoringen_US
dc.typeArticleen_US
dc.identifier.emailKwan, T: tylkwan@hkucc.hku.hken_US
dc.identifier.authorityKwan, T=rp00913en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/02607470500043532en_US
dc.identifier.scopuseid_2-s2.0-27944501181en_US
dc.identifier.hkuros102603-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-27944501181&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume31en_US
dc.identifier.issue1en_US
dc.identifier.spage15en_US
dc.identifier.epage24en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridLopezReal, F=15065562900en_US
dc.identifier.scopusauthoridKwan, T=9240378600en_US
dc.identifier.citeulike125031-
dc.customcontrol.immutablesml 140620-

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