"Somebody to count on": Mentor/intern relationships in a beginning teacher internship program

Sandra K. Abell, Deborah R. Dillon, Carol J. Hopkins, William D. McInerney, David G. O'Brien

Research output: Contribution to journalArticlepeer-review

98 Scopus citations

Abstract

The purpose of this qualitative interview study was to illuminate mentor and intern participants' relationships in one state-mandated beginning teacher internship program. We analyzed interview data from 29 mentors and interns using within- and cross-case analysis and generated categories and properties with supporting interview excerpts to show how mentors and interns interpreted and adapted their roles. Findings of the study indicate that mentors and interns jointly construct their relationships; these relationships are undergirded by the respect and trust the two individuals have for each other. Furthermore, interns appear to need mentors who first, and foremost, support them as fledgling teachers. Interns also need mentors who assume flexible roles and who adapt their roles based on interns' needs.

Original languageEnglish (US)
Pages (from-to)173-188
Number of pages16
JournalTeaching and Teacher Education
Volume11
Issue number2
DOIs
StatePublished - Mar 1995

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