Recruitment and retention of special education teachers is growing concern nationwide. This problem is especially acute amongst teachers of the deaf/hard of hearing in rural areas. Mentoring of novice teachers may be a solution to this problem; however, little research exists regarding the use of mentorship in deaf education. This qualitative case study explored the nature of the mentor/mentee relationship between novice teachers of the deaf and their mentors in rural areas. Data were collected through in-depth interviews with three dyads of mentors and mentees. An open coding inductive qualitative data analysis revealed five themes characterizing the relationship. Results further indicate that these teachers describe the relationship through descriptors that are unique to either the mentor or the mentee, complimentary to each party, and shared between both parties. Implications of these findings for current practice in the field of deaf education are discussed.
|Commitee:||Garnes, Lori, Kana, Erik, Swartwout, Nicole|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 56/06M(E), Masters Abstracts International|
|Subjects:||Special education, Teacher education|
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