Abstract:
Fifteen mentoring pairs of teachers were randomly
selected from each group of teachers that had participated
in the Halton Board of Education "Partners in the Classroom"
program during 1988/89, 1989/90, and 1990/91. Each teacher
was personally interviewed. Interviews were recorded,
transcriptions were prepared and examined and analyzed.
During the first part of the interview questions were
asked regarding personal and professional demographics. The
purpose of the second part of the interview was to gain
information relating to the development of the
relationships, over a three-year period, between mentor and
mentee teacher participants in the "Partners in the
Classroom" program.
The analysis of the data suggest that there are
identifiable changes in the development of the relationship
between the mentor teacher and the mentee teacher over time.
Implications from the study results that could enhance
the induction program for new teachers are discussed.
