Date of Award
2015
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Jennifer Putnam
Abstract
This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris’s (2002) Three Dimensions of Learning, this study sought to understand the cognitive, emotional, and social processes involved in working with a mentor.
This is a qualitative study using the research method of phenomenology through one-on-one in-depth interviews. This research method was used for the purpose of gaining insight by gathering thick, rich data on the lived experiences of beginning teachers.
Nine beginning teachers participated in the study: four elementary, two middle, and three high school. Data collection took place at the end of the school year and included Year 1 and Year 2 teachers.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Citation Information
Hobbs, Kari Sanderson, "Beginning Teachers' Experiences Working with a District-Employed Teaching and Learning Coach in the Role of a Mentor in a North Carolina School District" (2015). Education Dissertations and Projects. 119.
https://digitalcommons.gardner-webb.edu/education_etd/119