1. Dissertation Summary --- by Grace
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2. Contents The purpose of the study Research Questions
Implementation of the study
Methodology
Findings
Discussions and Conclusions

5. The purpose to explore the perception of group mentoring
the impact of group mentoring on the professional development of early childhood teachers
the influence of the group mentoring on the teacher- as-researcher movement
to investigate whether the mentoring can work effectively to bridge the generational gap between mentors and mentees

6. Research Questions
1. How do novice and experienced early childhood teachers describe the group mentoring experience?
2. In what ways, if any, does group mentoring impact the professional development of early childhood teachers instructionally and psychologically?
3. What role does group mentoring play in engaging teachers in inquiry research and shifting their identities as researchers?
4. How does the group mentoring process have an influence on the mentor/mentee relationship?
5. How do teachers deal with the misunderstandings, if any, arising from the mentoring process?

7. Implementation of the study
Rainbow kindergarten is a model public kindergarten in Zhabei District in the northeast section of Shanghai.
It was since 2011 that Rainbow began to implement its group mentoring program, a school-based mentoring mechanism including all the teachers.
The participants were four kindergarten teachers in the same group (who were engaged in the group mentoring).
The data was collected over a period of six months, roughly from February 2016 to July 2016.

8. Methodology
The study employed a qualitative methodology in order to gain an insight into the impact of mentoring experiences on teachers’ professional development.
The study examined the teachers’ mentoring experience within a bounded system, a group of two mentors and two mentees.
Data Collection: Interviews; Observations
Data Analysis: organizing the data, reducing the data into themes and representing the data in tables and discussion.

9. Theoretical Framework
Community of Practice Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Wenger (1998) indicated that it is through participation in a community that members develop an identity, make meaning, and learn about the practice of the community.

10. Findings Perceptions of the group mentoring
Benefits of the group mentoring
Challenges

11. I. Perceptions of the group mentoring
Focus areas
Teaching and caring
Communication with parents
Mentoring meetings
Chatting after class
Reasons supporting the new model
Old Model VS. New model
3. Understanding of the group mentoring process

12. II. Benefits of Group Mentoring 1. Mutual growth
novice teachers
experienced teachers
2. Cultivation of a culture
teachers-as- researcher
reciprocal mentoring
disagreement solving

13. Challenges
1. the mentors: have to learn continuously to be more qualified
2. the mentees: peer pressure; losing face

14. Discussion and Conclusion
Research Question 1: How do novice and experienced
early childhood teachers describe the group mentoring
experience?
Focus areas
Reasons for the new model
Understanding of their process

15. Research Question 2: In what ways, if any, does group
mentoring impact the professional development of early
childhood teachers instructionally and psychologically?
For the novices: an effective strategy for them to overcome “reality shock” and adapt to their teaching careers
For the experienced teachers: beneficial impact on their continuous professional development

16. Research Question 3: What role does group mentoring
play in engaging teachers in inquiry research and shifting
their identities as researchers?
Collaboration
Common interest
Changing roles

17. Research Question 4: How does the group mentoring
process have an influence on the mentor/mentee
relationship?
Shifu,Tudi, guanxi, mianzi
equality of members
reciprocal mentoring

18. Research Question 5. How do teachers deal with the
misunderstandings, if any, arising from the mentoring
process?
teachers of the new generation
cross-cultural differences
a “third culture”

19. Thank you !