“Jumping in”: trust and communication in mentoring student teachers

2000

131 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/95e5ed86c7302c9b7d522700e5d2c888a80b5d05

Citations in the corpus

• Mapping mentor teachers' roles in mentoring dialogues (2008, unknown): “…& Protheroe, 2004; Evertson & Smithey, 2001; Franke & Dahlgren, 1996; Geldens, 2007; Hawkey, 1998a, 1998b; Martin, 1997; Orland-Barak & Klein, 2005; Stanulis & Russell, 2000; Veenman & Denessen, 2001; Vonk, 1996; Wang, 2001; Wang, Strong, & Odell, 2004; Williams et al., 1998), “mentor teacher”…”
• Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, unknown): “Maintaining an open communication with mentor teachers has been identified as crucial by student teachers in some studies (Wildman et al. 1992, Nevins Stanulis and Russell 2000) and researchers have emphasized that it was one of the main ingredients to a successful mentoring relationship (Beyene et ”
• Conceptualizing the Roles of Mentor Teachers During Student Teaching (2012, unknown): “Stanilus and Russell (2000) acknowledged the importance of fostering a caring work environment where preservice educators can learn how to teach.”
• Novice teacher growth and personal models of mentoring: choosing compassion over inquiry (2005, unknown): “Accordingly, there is considerable variability in how protégés respond to mentors (McNally et al., 1997) and, in addition, in how the relationship and role are understood by mentors across cultures (Jones, 2001) and institutional contexts (see Graham, 1997; Stanulis & Russell, 2000).”
• Looking for Professor Right: mentee selection of mentors in a formal mentoring program (2011, unknown): “Trust is an important theme in studies of mentoring relationships (Stanulis and Russell 2000; Johnsrud 1990; Clarke 2004; Kamvounias et al. 2008).”
• From student to teacher: reducing practice shock and early dropout in the teaching profession (2003, unknown): “…involve himself/herself in the student’s training, provide specific and constructive feedback, reflect and encourage reflection, and help the student to develop confidence (Wildman et al., 1992; Williams, 1993; Gold, 1996; Kerry & Farrow, 1996; Veenman et al., 1996; Stanulis & Russell, 2000).”
• The Coaching of Teachers: Results of Five Training Studies (2001, unknown): “The development of a personal, collegial and supportive relationship with one who is a novice in the ®eld is considered a hallmark of mentoring (cf. Stanulis & Russell, 2000).”