Mentors and Proteges: Establishing Systems of Assisted Performance in Preservice Teacher Education

Abstract

The purpose of this study was to extend understand of mentor‐protegé relationships, mentoring practice, mentor characteristics, and factors that influence development of mentor‐protege relationships. The effect of long‐term placement with its built‐in opportunities for mediated learning, was also examined. Open‐ended questionnaires were administered to 26 mentor‐protégé pairs who had been together for three semesters in a preservice teacher program. Three categories of important mentor characteristics were identified; mentor as nurturer, expert colleague, and role model. Mentors and proteges felt that long‐term placement had allowed time for development of their relationship, which they described as a close friendship characterized by honesty, mutual respect, and professionalism. Vygotskian principles regarding the sociocultural context of learning were discussed within the context of mentor‐protégé relationships. Findings from this study suggest that long‐term placement with a mentor can provide opportunities for the development of systems of assisted performance, which may contribute to proteges’ teaching self‐efficacy belief.