Date of Award

3-17-2015

Document Type

Thesis and Dissertation

Degree Name

Master of Science (MS)

Department

School of Kinesiology and Recreation

First Advisor

Deborah Garrahy

Abstract

This qualitative study investigates teachers' experiences with mentoring programs. An interpretive paradigm was used. Four hour-long interviews were conducted, transcribed, and analyzed to examine mentoring experiences. Participants included one in-content mentoring pair (an early career physical education (PE) teacher and a veteran PE teacher) and one out-of-content pair (an early career PE teacher and a veteran kindergarten teacher). Guiding the research were the questions: What are the experiences of physical educators with mentors inside their content area? What are the experiences of physical educators with mentors outside their content area?

Findings showed that mentoring is an important support to provide early career PE teachers. Mentoring inside of teaching content has many benefits and mentoring outside of teaching content has challenges. Informal mentoring can provide additional support for new teachers. A strong mentoring relationship depends on a quality mentor, compatible personalities, and frequent meeting opportunities for the pair.

Comments

Imported from ProQuest Sharer_ilstu_0092N_10475.pdf

Page Count

69

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