"We're Not 'Just' Interested in the Work": Social and Emotional Aspects of Early Educator Mentoring Relationships

Autor/inn/en	Peterson, Shira M.; Valk, Constance; Baker, Amy C.; Brugger, Lauri; Hightower, A. Dirk
Titel	"We're Not 'Just' Interested in the Work": Social and Emotional Aspects of Early Educator Mentoring Relationships
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 18 (2010) 2, S.155-175 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Grounded Theory; Mentors; Focus Groups; Caregivers; Interviews; Student Role; Teacher Role; Supervisor Supervisee Relationship; Professional Development; Emotional Development; Early Childhood Education; Social Psychology + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Interviewing; Interviewtechnik; Lehrerrolle; Gefühlsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozialpsychologie
Abstract	This study examines the processes by which early childhood educators and their mentors negotiated the social and emotional aspects of their working relationships. Twenty-five mentors worked with over 200 infant/toddler caregivers and preschool educators as part of a community-wide professional development initiative. Qualitative data were obtained through surveys, interviews, and focus groups and analyzed using grounded theory. Findings suggested that mentors and mentees recognized the emotional nature of their relationship and explicitly negotiated their roles and boundaries within the relationship. Mentors recognized differences in educators' readiness to change, and this impacted how they negotiated their relationships with mentees. Finally, mentors continually reflected on their own interpersonal skills through interaction with their supervisors and other mentors. Implications for early educator mentoring programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10