Abstract

The purpose of this study was to examine what I encountered as I moved from the role of a classroom teacher into the role of a mentor teacher of student teachers. As I traveled down the path of becoming a mentor, I learned about mentoring roles, discovered my vulnerabilities, and found a community of support. The improvements and understanding I gained through engaging in this study demonstrate that self-study can be beneficial for both mentor teachers and teacher educators to inform and increase knowledge in the field of mentoring.

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2008-07-09

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd2472

Keywords

Teacher Education, mentoring, self-study, student teachers

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