Receiving as well as giving: mentors' perceptions of their professional development in one teacher induction program

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Mentoring support and the professional development of beginning teachers: a Chinese perspective (2007, background): “This raises the implications for exploring in China the provision of more funding support for mentoring and the design of alternative mentoring approaches such as establishing induction programs for beginning teachers in universities where mentors receive training from the university, work with the ”
Mentoring in sports coaching: a review of the literature (2009, background): “Consequently, despite the likelihood that both mentor and protege could and perhaps should benefit from the relationship, it is obvious on close scrutiny that this is not done in equal measure or from the same vantage point (Zeek, Foote, and Walker 2001 ; Giles and Wilson 2004 ).”
Peer mentoring for first‐year teacher education students: the mentors’ experience (2008, unknown): “Gilles and Wilson (2004) report advantages for mentors as including a sense of satisfaction and self-worth, enjoyment in sharing expertise and gaining new personal insights.”