Date of Award
Master of Science (MS)
School of Kinesiology and Recreation
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.
Sharer, Molly Bosché, "Mentoring: Experiences of Physical Education Teachers with in-Content and out-of-Content Mentors" (2015). Theses and Dissertations. 351.