Date of Award

11-16-2006

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Lynne Chalmers

Abstract

The purpose of this study was to describe the perceptions of three resident teacher/resident mentor pairs in a special education resident teacher program located in a rural Midwest state. The intent of this study was to gain insight into the phenomenon of mentoring as perceived by the resident teachers and resident mentors. Qualitative research methods were used in this phenomenological study, including a brief period of observation, analysis of meeting notes and resident mentor/resident teacher evaluations, and interviews with the three resident mentors and three resident teachers involved in a special education resident teacher program. Data obtained from each participant's interviews were coded and analyzed for themes. One theme emerged from this study: A strong, positive mentor/mentee relationship is the most important factor in a successful experience for mentors and mentees in a special education resident teacher program. This theme was supported by the following two assertions which were further divided into sub-assertions. The first assertion focused on the collaboration and open communication that played a critical role in establishing an effective relationship between the resident teacher and resident mentor. Scheduled meeting times and physical proximity facilitated the communication process, which was the most influential aspect of the program. The second assertion centered on the responsibility and the commitment that the resident mentors took upon themselves to support the resident teachers. There were several sub-assertions that developed to support this assertion. The first sub-assertion was that the collegial relationship the resident mentors established with their resident teachers helped them feel valued as professionals. Second, the problem-solving discussions the resident mentors engaged in with their resident teachers allowed them to be reflective in their daily teaching skills. Third, emotional support was the most important support the resident teachers felt they received from their mentors. Finally, experience played a key role in being an effective mentor. The resident teachers respected their mentors for the experience and knowledge the resident mentors shared throughout their experience.

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