Award Date


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Teaching and Learning

First Committee Member

Shaoan Zhang

Second Committee Member

Jane McCarthy

Third Committee Member

Katrina Liu

Fourth Committee Member

Vicki J. Rosser

Number of Pages



During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is seen critical to the mentoring relationship development and preservice teachers’ learning to teach. This qualitative study investigates the mentor-mentee perception of the effectiveness of self-disclosure in the field experience. Data was collected from two mentor teachers and three preservice teachers through three different phases and via triangulated sources: semi-structured interviews, direct observation, and focus group interview. Moreover, the findings were reported based on the three themes that are related to research questions: topics and purposes of mentor-mentee self-disclosure, factors that influence the social exchange of the mentor-mentee self-disclosure, and impact of mentor-mentee self-disclosure on preservice teachers’ learning to teach and mentoring relationship development. This study developed a theoretical understanding of the mentor-mentee self-disclosure in the field experience. Additionally, this study shed light on the further investigation of research and theoretical framework of self-disclosure in the field of teacher education.


field experience; mentor; mentoring; preservice teacher; self-disclosure


Teacher Education and Professional Development