Match-Making to Enhance the Mentoring Relationship in Student Teaching: Learning from a Simple Personality Instrument

Abstract

Four student teachers in secondary science education were matched with cooperating
teachers based on four personality constructs identified from a simple Myers-Brigg type
inventory. Placement decisions were based on compatibility of primary or secondary
temperaments informing pedagogical approach in the classroom and particular skills
needed for mentorship. Teaching dyads were most fruitful where primary or secondary
temperaments were in common, but not both. Some level of dissonance in temperaments
fostered pedagogical growth in one student teacher. All temperaments studied supported
learning to teach science with unique strengths. One construct called “relational”
appeared necessary in mentor teachers for fostering relationships with ample support and
communication.