Abstract
This article is reports on the establishment ofthe formal mentoringprogram within a rural school division in Alberta, Canada. Through this program, the Chinook's Edge School Division established an innovative means to utilize the skills and knowledge ofretired teachers and, at the same time, overcome the problems related to finding enough competent and qualified mentors to serve the needs ofa widely scattered teaching force. A mixed methodological approach that is both layered and iterative was used to guide the processes ofdata collection and analysis.
How to Cite:
Goddard, J. T. & Habermann, S. R., (2001) “Accessing the Knowledge Base of Retired Teachers: Experiences in Establishing a Formal Mentoring Program in a Rural School Division”, Journal of Research in Rural Education 17(2), 92–101.
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