Mentoring and being mentored: The story of a novice music teacher's success
TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd
This qualitative study examined the growth of Jelani, a failing novice teacher who successfully received tenure following his third year of teaching. His progress seemed related to the quality of his relationships with different mentors. An unanticipated factor in Jelani's success was his participation in a university-based program for children, where he served, under supervision, as a mentor for two preservice teachers. In what became a mutually beneficial relationship, Jelani reinforced his new-found knowledge and skills and learned to better describe and assess his own teaching. Among those who worked with Jelani, additional reciprocal mentoring relationships developed.
Schmidt, M. (2008). Mentoring and being mentored: The story of a novice music teacher's success. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 635-648. Elsevier Ltd.