Inservice teachers' descriptions and perceptions of their mentors

This report details some of the findings of a study which asked inservice educators (graduate students) to describe one or more persons whom they perceived as mentors, past and present. Because two general music teachers in Duling (1992) reported multiple mentors and influences upon their content and pedagogical knowledge bases, the current study solicited the number duration, and classification of teachers' mentor relationships, cases of special mentors (model mentors), and a ranking of mentors as to influence. Inservice music educators met mentors at about 18-19 years of age, reported an average of 5.30 mentors, and associated with the mentors for an average of 6 51 years. Twenty-six inservice females reported more mentors (142) than males (49) and associated with their mentors at a significantly different (younger) age, though the number of mentors and length of association were not significant between genders. Twenty-four (67%) of the teachers reported a model mentor, and 10 cited that person as their most influential mentor. In general older teachers, professors, and cooperating teachers to whom any teacher had been assigned in the past seemed to be likely mentors. The respondents seemed to focus upon relationships during and since their undergraduate days. Because the study largely replicates Duling (2000), similarities and differences between the studies are discussed. Implications for music teacher educators and their students and suggestions for further research are provided.