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dc.contributor.authorLesperance, Lavone M.en_US
dc.date.accessioned2007-07-12T17:47:27Z
dc.date.available2007-07-12T17:47:27Z
dc.date.issued2000-08-01T00:00:00Zen_US
dc.identifier.urihttp://hdl.handle.net/1993/2512
dc.description.abstractThe research study explored the nature of mentor-student interactions in mentoring relationships, and the influence of Maynard and Furlong's (1995) mentoring model and to the Myers-Briggs Type Indicator. Eight informants, 1 male and 7 females, were either tutors or learners in a workplace training program. Tutors were either Nurses or Nursing Assistants who were expert practitioners, and were paired with learners, who were newcomers preparing for Nursing Assistant roles. An interview series in the naturalistic paradigm followed participants through cycles of learning. Transcribed data were analyzed for emergent themes. Findings were that the tutor role, goal setting, teaching and learning strategies, and support were critical factors to successful learning. The study showed the importance of preparing tutors for effective mentoring.en_US
dc.format.extent8960319 bytes
dc.format.extent184 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.titleThe influence of Myers-Briggs typing and training on the learner-tutor relationship in a workplace mentoring programen_US
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typemaster thesisen_US
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.degree.levelMaster of Education (M.Ed.)en_US


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