Mentoring among Teachers: A Review of the Literature
- 1 January 1986
- journal article
- review article
- Published by SAGE Publications in Journal of Teacher Education
- Vol. 37 (1), 6-11
- https://doi.org/10.1177/002248718603700102
Abstract
The mentoring literature is beginning to expand because of increased interest in teacher induction programs. In this arti cle, Galvez-Hjornevik reviews some of the most significant studies of the past decade, and she identifies the salient characteristics of successful mentor-pro tégé relationships. Based on data drawn from the aeraidable literature, the author suggests that the mentoring relation ship be voluntary and that age and gen der factors be considered before men tor-protégé pairs are established. Further, she argues that educators, and particularly teacher educators, make use of knowledge derived from other disci plines and fields in their efforts to design induction programs for new teachers.Keywords
This publication has 7 references indexed in Scilit:
- Mentoring as a Learning Experience for AdultsJournal of Teacher Education, 1984
- The Socialization of Beginning Teachers Through Mentor-Protege RelationshipsJournal of Teacher Education, 1984
- Enriching Mentoring RelationshipsThe Personnel and Guidance Journal, 1984
- Mentors: Teachers Who Make a DifferenceChange: The Magazine of Higher Learning, 1983
- Mentorship: A Career Training and Development ToolAcademy of Management Review, 1983
- Mentors and Protégés: A Critical Review of the LiteratureAdult Education, 1983
- The Mentor PartnershipNASPA Journal, 1980