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“Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program
ARTICLE

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TATE Volume 11, Number 2 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The purpose of this qualitative interview study was to illuminate mentor and intern participants' relationships in one state-mandated beginning teacher internship program. We analyzed interview data from 29 mentors and interns using within- and cross-case analysis and generated categories and properties with supporting interview excerpts to show how mentors and interns interpreted and adapted their roles. Findings of the study indicate that mentors and interns jointly construct their relationships; these relationships are undergirded by the respect and trust the two individuals have for each other. Furthermore, interns appear to need mentors who first, and foremost, support them as fledgling teachers. Interns also need mentors who assume flexible roles and who adapt their roles based on interns' needs.

Citation

Abell, S.K., Dillon, D.R., Hopkins, C.J., McInerney, W.D. & O'Brien, D.G. “Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program. Teaching and Teacher Education: An International Journal of Research and Studies, 11(2), 173-188. Elsevier Ltd. Retrieved March 19, 2024 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0742-051X(94)00025-2