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Mentoring and being mentored: The story of a novice music teacher's success
ARTICLE

TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This qualitative study examined the growth of Jelani, a failing novice teacher who successfully received tenure following his third year of teaching. His progress seemed related to the quality of his relationships with different mentors. An unanticipated factor in Jelani's success was his participation in a university-based program for children, where he served, under supervision, as a mentor for two preservice teachers. In what became a mutually beneficial relationship, Jelani reinforced his new-found knowledge and skills and learned to better describe and assess his own teaching. Among those who worked with Jelani, additional reciprocal mentoring relationships developed.

Citation

Schmidt, M. (2008). Mentoring and being mentored: The story of a novice music teacher's success. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 635-648. Elsevier Ltd. Retrieved December 15, 2019 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/j.tate.2006.11.015

Keywords