Shanna Graves
University of Houston

This paper explores the mentoring relationships between pre-service teachers and cooperating teachers participating in an early childhood practicum. A collective case study methodology was utilised to gain insight into the dynamics of the relationships. Data sources included open-ended interviews, observations, reflective journals and dialogue journals. Results reveal that clear, explicit expectations, ongoing communication, and adequate time are vital to the development of positive relationships. Implications for practice are discussed.

Australasian Journal of Early Childhood – Volume 35 No 4 December 2010

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