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Toward a Conceptualization of Mentoring
Eugene M. Anderson
College of Education, University of Minnesota
Anne Lucasse Shannon
College of Education, University of Minnesota
Anderson and Shannon argue that effec tive mentoring programs must be grounded on a clear and strong concep tual foundation. Such a foundation in cludes a carefully articulated approach to mentoring which would include de lineation of: a definition of the mentor ing relationship, the essential functions of the mentor role, the activities through which selected mentoring functions will be expressed, and the dispositions that mentors must exhibit if they are to carry out requisite mentoring functions and activities.
Journal of Teacher Education, Vol. 39, No. 1,
38-42 (1988)
DOI: 10.1177/002248718803900109
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