Defining Mentor-Mentee Self-Disclosure in Mentoring Preservice Teachers in Field Experience

• In Event: 32.065 - Considerations and Practices for Building Strong Mentoring Experiences

Abstract

This study aimed to explore mentor-mentee self-disclosure in mentoring preservice teachers in field experience. Through two cases of two mentors with three preservice teachers, this study explained in what situations self-disclosure occurs as well as topics, purposes, and its perceived effectiveness. Using triangulated data sources; semi-structured interviews, direct observation, and focus group interview, this study found that self-disclosure occurred in both formal and informal situations. The identified topics involved personal and professional information. Moreover, each topic was intended and perceived differently by mentors and preservice teachers. Additionally, personal attributes, mentoring philosophy, and student teacher’s needs influenced whether they disclosed or not. This study provided a new understanding of self-disclosure in mentoring preservice teachers’ learning to teach in field experience.

Authors

• Shaoan Zhang, University of Nevada - Las Vegas

• Khaled Ismail Alnajjar, University of Nevada - Las Vegas