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dc.contributor.authorLejonberg, Eli
dc.contributor.authorElstad, Eyvind
dc.contributor.authorSandvik, Lise Vikan
dc.contributor.authorSolhaug, Trond
dc.contributor.authorChristophersen, Knut-Andreas
dc.date.accessioned2019-07-08T11:49:05Z
dc.date.available2019-07-08T11:49:05Z
dc.date.created2019-01-06T12:52:56Z
dc.date.issued2019
dc.identifier.citationMentoring & Tutoring. 2019, .nb_NO
dc.identifier.issn1361-1267
dc.identifier.urihttp://hdl.handle.net/11250/2603740
dc.description.abstractFor the last two decades mentoring as a developmental relationship has been investigated and elaborated on by several researchers. In our study, 382 pre-service teachers answered questions about aspects of developmental mentoring relationships. Using structural equational modelling, we investigated relations between mentors’ effort, self-development orientation and theory-use as possible predictors of perceived developmental support. Our findings indicated that pre-service teachers’ perceptions of school mentors’ effort and self-development orientation were positively associated to their perceptions of developmental support in mentoring. Mentors’ emphasis on theory in mentoring discussions was negatively, although weakly, related to pre-service teachers’ perceptions of receiving developmental support.nb_NO
dc.language.isoengnb_NO
dc.publisherTaylor & Francisnb_NO
dc.titleDevelopmental relationships in schools: pre-service teachers’ perceptions of mentors’ effort, self-development orientation, and use of theorynb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber18nb_NO
dc.source.journalMentoring & Tutoringnb_NO
dc.identifier.doi10.1080/13611267.2018.1561011
dc.identifier.cristin1651045
dc.description.localcodeThis article will not be available due to copyright restrictions (c) 2019 by Taylor & Francisnb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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