E-mentoring: A case study of the viability and benefits of electronic mentoring with beginning teachers in rural schools.

Abstract

E-mentoring was designed to help early career teachers make the transition from student to teacher, particularly those in a rural setting. By using on-line mentoring with a group of former classmates and acquaintances the need to establish initial bonds was eliminated and it was hoped that the group would be able to enter more quickly into the process of providing support and teaching suggestions to each other. Analyses indicated that the participants were reluctant to question or criticize the other group members' responses. It became necessary for the facilitator to provide discussion topics throughout the entire project. The weekly e-mail responses were archived and became the primary data source. Additional data such as, initial and exit interviews, a group interview, classroom observations, and a beliefs survey were also collected. After the group meeting, all contact among the participants was via e-mail. Both female participants reported that they felt the need for more face-to-face contact which raised the question of the gender neutrality of e-mentoring. All the participants reported the main benefit they received from the project was the realization that each of the other participants was struggling with similar problems and issues. While only one participant reported having any feelings of isolation in his or her teaching situation at the beginning of the study, all the participants related feeling less isolated as a result of participating in this project.