Mentoring and being mentored: The story of a novice music teacher's success

Margaret Schmidt

Research output: Contribution to journalArticlepeer-review

38 Scopus citations


This qualitative study examined the growth of Jelani, a failing novice teacher who successfully received tenure following his third year of teaching. His progress seemed related to the quality of his relationships with different mentors. An unanticipated factor in Jelani's success was his participation in a university-based program for children, where he served, under supervision, as a mentor for two preservice teachers. In what became a mutually beneficial relationship, Jelani reinforced his new-found knowledge and skills and learned to better describe and assess his own teaching. Among those who worked with Jelani, additional reciprocal mentoring relationships developed.

Original languageEnglish (US)
Pages (from-to)635-648
Number of pages14
JournalTeaching and Teacher Education
Issue number3
StatePublished - Apr 2008


  • Failure
  • Mentoring
  • Novice teachers
  • Success
  • Teacher knowledge

ASJC Scopus subject areas

  • Education


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