Veteran Teachers’ Emotions in Mentoring: Development, Vulnerability, and Identity

• In Event: Roundtable Session 3
  In Roundtable Session: Position and Perspectives of Mentors and Teacher Educators

Abstract

The purpose of this paper is to examine the ways in which a school-university mentorship program promotes a range of growth experiences for the participating mentor teachers. We explore the concepts of power and vulnerability in how the veteran teacher participants in the study perceive the benefits and challenges of mentoring. Our study gives insight into the experiences of five mentor teachers, deepening understanding about mentoring as a complex and challenging form of professional growth and leadership for teachers. Our findings are useful for other professional teaching units who are considering using mentoring as a professional development for teachers or revamping the mentoring component of their program.

Authors

• Eva Ponte, University of Hawaii - Manoa

• Sarah Jane Twomey, University of Hawaii