Exploring the Beliefs of Primary Education Teachers Regarding the Contribution of Mentoring in Schools

Phillips, Niki; Fagoulis, Iosif George

doi:10.5539/res.v2n2p201

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…The benefits of a successful programme include lower attrition, higher morale, and improved teaching and learning, which unquestionably make the effort worth-while. Benefits for the mentee include promoting a professional relationship that fosters guidance and support, increasing self-confidence, achieving higher standards both personally and professionally, helping to balance new responsibilities, providing role modelling, developing increased competencies and stronger interpersonal skills (Phillips and Fragoulis, 2010). Without assistance and support, these new teachers can 'burn-out' at an alarming rate.…”

Section: Benefits Of Mentoringmentioning

confidence: 99%

An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

Nally¹,

Ladden

2020

International Journal for Transformative Research

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The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

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Section: Benefits Of Mentoringmentioning

confidence: 99%

An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

Nally¹,

Ladden

2020

International Journal for Transformative Research

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“…It offers benefits to mentors, protégées and the organization itself. Specifically (Phillips & Fragoulis, 2010):…”

Section: Mentoringmentioning

confidence: 99%

The Contribution of Mentoring and Action Research to Teachers’ Professional Development in the Context of Informal Learning

Anagnou¹,

Fragoulis²

2014

RES

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This paper focuses on the idea of using informal learning for designing a school-based teachers' professional development (PD) programme. Initially, the issue is discussed in view of educational policy. Following, the theoretical roots and the forms of informal learning are presented. This conversation leads to a suggestion for designing, implementing and evaluating a teachers' PD programme based on informal learning, with specific reference to mentoring and action research.

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“…Aυτό συμβαίνει στο πλαίσιο των σχέσεων που αναπτύσσονται στη καθημερινή εργασιακή τους ζωή και δεν έχει χαρακτηριστικά οργάνωσης από θεσμικά όργανα(Cox, 2005• Russell & Adams, 1997. ά, 2017• Παππά & Ιορδανίδης, 2017• Phillips & Fragoulis, 2010• Συγγενιώτη, 2018• Τρίκας & Κασιμάτη, 2020• Φραγκούλης, 2017. Μία άλλη ανάγνωση δημιουργεί σκέψεις ως προς την καταλληλόλητα της εκπαίδευσης που δέχονται οι εκπαιδευτές ενηλίκων, καθώς και για τις διαδρομές πιστοποίησης των προσόντων τους, εγείροντας ερωτήματα για τη πιστοποιημένη (formal) και τη πραγματική (actual) επάρκειά τους…”

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In search of a model of mentoring adult educators

Koutsoukos¹

2022

Haea

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Since the Treaty of Lisbon in 2000, there has been a growing interest in the European area concerning mentoring in adult education, which, however, focuses on adult learners and is linked to their participation in educational programs as well as their inclusion in the labor market (Raschauer & Resch, 2016). This article focuses on adult educators and refers to research aimed at exploring adult educators' views on mentoring as a tool to support their teaching work. The results showed that adult educators desire to mentor and describe a framework that incorporates the concepts of teamwork and reflection. On this basis, a group, reflective model of mentoring is proposed which aims to the inspiration, development, empowerment, and action of adult educators.

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Exploring the Beliefs of Primary Education Teachers Regarding the Contribution of Mentoring in Schools

Cited by 6 publications

References 7 publications

An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

The Contribution of Mentoring and Action Research to Teachers’ Professional Development in the Context of Informal Learning

In search of a model of mentoring adult educators

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