ABSTRACT
Mentoring in early childhood, particularly beginning teachers is gaining attention as the historical absence of effective leadership in this sector is recognised and addressed in Australian policy reform. However, as this policy unfolds, teachers are faced with challenges in finding mentors and as a result, often turn to social media for support. This chapter explores aspects of mentoring that are useful for beginning teachers, including the types of skills and personable characteristics that are required for an honest, trustworthy and supportive mentorship relationship. Also discussed is the phenomenon of social media and how this form of communication has captivated the world and influenced human behaviour, including early childhood teachers through their engagement with each other on Facebook. Deliberation arises therefore as to whether those who are acting as Facebook mentors really have the skills, personality and experience to be doing this. The virtual identity of the teacher mentor is challenged through the theoretical framework of philosopher Martin Heidegger and his perspective on existentialism. Through this lens, I ponder and question who the mentors really are on Facebook and what impact they may be having on beginning early childhood teachers which leads to discussion of the overall research question.
