A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience
Institution: | University of Nevada – Las Vegas |
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Department: | |
Year: | 2016 |
Keywords: | field experience; mentor; mentoring; preservice teacher; self-disclosure; Teacher Education and Professional Development |
Posted: | 02/05/2017 |
Record ID: | 2064323 |
Full text PDF: | http://digitalscholarship.unlv.edu/thesesdissertations/2771 |
During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is seen critical to the mentoring relationship development and preservice teachers’ learning to teach. This qualitative study investigates the mentor-mentee perception of the effectiveness of self-disclosure in the field experience. Data was collected from two mentor teachers and three preservice teachers through three different phases and via triangulated sources: semi-structured interviews, direct observation, and focus group interview. Moreover, the findings were reported based on the three themes that are related to research questions: topics and purposes of mentor-mentee self-disclosure, factors that influence the social exchange of the mentor-mentee self-disclosure, and impact of mentor-mentee self-disclosure on preservice teachers’ learning to teach and mentoring relationship development. This study developed a theoretical understanding of the mentor-mentee self-disclosure in the field experience. Additionally, this study shed light on the further investigation of research and theoretical framework of self-disclosure in the field of teacher education. Advisors/Committee Members: Shaoan Zhang, Jane McCarthy, Katrina Liu, Vicki J. Rosser.