Forming the Mentor-Mentee Relationship

TLDR

A positive mentor–mentee relationship is essential for preservice teachers’ development of teaching practices. The study seeks to understand how mentors can develop positive mentor–mentee relationships and presents a model outlining effective strategies. The authors conducted a multi‑case study collecting written responses from over 200 teachers, focus groups with nineteen mentor teachers, and interviews with two mentor‑mentee pairs. Positive mentor–mentee relationships depend on trust, respect, shared information, resources, expectations, and professional, enthusiastic, supportive collaborative problem‑solving.

Abstract

A positive mentor–mentee relationship is essential for the mentee's development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor–mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a mentoring professional development program, (b) nineteen mentor teachers with written responses and audio-recorded focus groups, and (c) two pairs of mentors and mentees with audio-recorded interviews. Findings revealed that positive relationships required the achievement of trust and respect by sharing information, resources, and expectations and by being professional, enthusiastic, and supportive with collaborative problem-solving. A model is presented that outlines ways in which mentors can form positive mentor–mentee relationships.