---

In the field experience, the mentors and preservice teachers share personal and professional information on a daily basis. This process of information sharing is seen critical to the mentoring relationship development and preservice teachers´ learning to teach. This study examines the mentor-mentee self-disclosure as an approach of informal communication and its effects on the mentoring relationship development and preservice teachers´ learning to teach during the field experience.

---

Khaled Alnajjar, Ph. D. University of Nevada, Las Vegas Curriculum & Instruction/ Teacher Education & TESOL

---