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Online mentoring of a preservice teacher: Finding one's voice within the culture

, Illinois State University, United States

Illinois State University . Awarded


This phenomenological-pragmatic qualitative research study helped to reveal a phenomenon between a preservice teacher and veteran teacher as they communicated reflectively in an online environment during the preservice teacher's student teaching experience. The researcher actively engaged with participants in the online environment in order to establish credibility and witness the lived experience first-hand. Research methods included an observation-analysis of the online reflective journal between the mentee and mentor as well as personal, audio-taped interview transcripts for each participant. Findings suggest that a preservice teacher is able to reflect about the profession of teaching during her student teaching experience when she is accompanied by a non-evaluative mentor. Also, this reflective relationship is enhanced by an online environment due to factors which include yet are not limited to the following: time, physical distance, the appearance of a neutral mentor, and a constructivist framework which the mentor modeled reflective question techniques.

Research questions. (1) What effects will reflective online journaling by a preservice teacher in the presence of a mentor have upon that teacher's perception of his or her classroom practice? (2) What effect will these perceptions have on that teacher's sense of the profession?


Nafziger, S.L. Online mentoring of a preservice teacher: Finding one's voice within the culture. Ph.D. thesis, Illinois State University. Retrieved November 11, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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