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• W84400908 abstract "A qualitative study of the perceptions of mentoring by early childhood teachers provides evidence for the concept of transformation for both mentor and protege in their personal and professional development. The concept of mentoring in early childhood education is presented as a viable strategy in the effort to professionalize early childhood staff. The broad research question asked was: What does a mentoring experience mean to a mentor and a protege? An interview strategy was applied and questions were developed; coding of interviews is discussed. A model of transformation through mentoring relations, derived from the research findings, is presented. Dimensions identified as integral to the mentoring process at different stages are discussed. The second level of data analysis generated five major themes that provide a structure for the development of relationships. Themes identified are: (1) mentoring builds a foundation for growth and change; (2) mentoring promotes personal development; (3) mentoring promotes professional growth; (4) mentoring changes both mentors and proteges; and (5) mentoring provides benefits to both mentors and proteges. Findings are summarized and implications are discussed. (EMK) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Transformative Dimensions of Mentoring: Implications for Practice in the Training of Early Childhood Teachers Arlene Martin & June Trueax The field of early care and education continues to struggle with the challenging problems of how to provide high-quality care to young children from birth to age 6. There continue to be poorly prepared staff, inadequate standards of care, high staff turnover, low wages and benefits and poor working conditions for a predominantly female work force. However, consistent and systematic professional development may change these conditions and begin to make progress toward professionalizing the field. Professional development has become recognized as an important force in bringing about quality improvement in the field of child care and is receiving national attention and support. The concept of mentoring in early childhood education is viewed as a prominent strategy in this effort to professionalize early childhood staff. In this newly emerging area, current research lacks studies exploring the depth of the mentoring relationship and the promise it holds for promoting professional and personal development. A review of current literature concludes that mentoring has emerged as a significant process in the professional development of beginning and new teachers. Mentoring has recently surfaced in the professional development movement within early childhood education as a tool for retaining early childhood staff and promoting the growth and development of novice and master teachers. Mentoring may also serve as a renewal for master teachers (Stevens, 1995) and form a new career level within the early childhood profession. This paper reviews the results of a qualitative study of the perceptions of mentoring by early childhood teachers. In the fall of 1996, in-depth interviews, videotaped three-way interviews, and profiles of mentor/protege dyads were conducted with ten participants from the California Early Childhood Mentor Teacher Program. The study defines the literature on mentoring in three areas: (a) the development of effective mentoring models for staff development, (b) the professionalization of both mentors and proteges, and (c) the building of early childhood advocates and leaders through mentorship practice. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 41" @default.
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• W84400908 title "Transformative Dimensions of Mentoring: Implications for Practice in the Training of Early Childhood Teachers." @default.
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