Mentoring and teachers’ professional development in Albania

Gjedia, Robert; Gardinier, Meg P.

doi:10.1111/ejed.12258

Cited by 25 publications

(25 citation statements)

References 24 publications

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“…Teacher professional development actually begins with training at the faculty when future teachers begin to create their professional identity, which happens through defining and recognizing the various roles the future teachers will take on as a teacher in the classroom (The process of building a professional identity can be also done through mentoring. Positive effects of mentoring have been proven in the study Gjedia and Gardinier (2018)). Muršak, Javrh, and Kalin (2011) noted that "an important part of a professional identity is the image of an ideal teacher.…”

Section: Introductionmentioning

confidence: 60%

The teacher's role and professional development

Makovec¹

2018

IJCRSEE

101

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A B S T R A C TThe text addresses the theme of teachers' professional development. The role of a teacher is defined by cultural and social events and the environment, and they influence the differences that occur in the concept of teacher roles within different cultures, societies, including the geographic environment. Thus, in the first part of the paper, based on an analysis of the literature, we identify factors that significantly influence teachers' perception of their role and consequently, determine their professional identity. In the second part, based on the results of the empirical research, we show that factors such as teachers' beliefs about their own qualifications, as well as years of work experience and subject area, statistically significantly influenced the development of the teachers' professional identity. The main findings of the study are that teachers with several years of service experience feel better qualified to perform their duties (tasks related to planning and teaching were rated the most highly) than teachers with less work experience, and that teachers with more work experience evaluated the claims related to their educational activity statistically significantly higher. An important finding is that teachers define their professional identity and consequently, their role through their personality traits, which shows that we must not ignore teachers' personality traits, as they play an important role in teachers' professional development and identity.

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Section: Introductionmentioning

confidence: 60%

The teacher's role and professional development

Makovec¹

2018

IJCRSEE

101

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“…Es importante la capacitación de los tutores para desarrollar estrategias de comunicación efectivas y para diferenciar el rol que deben desempeñar en esta actividad (Fayram et al, 2018). La capacitación es un componente valioso para el desarrollo profesional continuo de los docentes (Gjedia & Gardinier, 2018), y la combinación de ambos, capacitación y desarrollo profesional, impacta directamente en el tutor, el tutorado y el programa de tutoría. Al respecto, Matheson, Rempe, Saltis y Nowag (2020) señalan que "los docentes tienen nociones de la tutoría poco útiles antes de su capacitación como tutores, el entrenamiento combinado con la práctica tutorial crea un impacto positivo en los conocimientos sobre la tutoría".…”

Section: Marco Teóricounclassified

“…El papel de los tutores es cada vez más importante para avanzar en los resultados de aprendizaje de los estudiantes (Gjedia & Gardinier, 2018). El afecto positivo y la autoeficacia pueden servir como recursos personales y competencia de seguimiento para los tutores (Kaše, Saksida & Mihelič, 2019), de la misma forma que el aprendizaje autónomo, el cual promueve el pensamiento crítico y reflexivo, permite la autodirección y la autorregulación, emplea habilidades metacognitivas y aumenta el aprendizaje significativo (Peinado, 2020).…”

Section: Marco Teóricounclassified

Challenges faced by the tutors of the Polivirtual system

Camacho

2021

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The objective of this research was to document experiences on tutorials from the perspective of tutors of the Polivirtual system at the National Polytechnic Institute. The work opted for a qualitative methodology and followed the research question: What challenges do tutors face in the Polivirtual system? The study was non-experimental, with a cross-sectional and exploratory design, and used a nonprobabilistic and heterogeneou sample. The results obtained showed that the tutorial action is based on constant challenges, skills, strategies, digital media and the experiences of the tutors themselves. In addition, the research provided useful information about the tutor and their challenges in the Polivirtual system, while finding new trends and data whitin this topic, relevant for future and more introspective investigations. It is concluded that the tutorial activity alternates with other academic, administrative, training and even personal activities, which should be understood as challenges faced by tutors, although not generalizable or definitive.

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“…Educator's in higher education develop within the institution when they begin to create their professional identity. This happens through defining and recognizing the various roles instructors will take on in a classroom setting, through mentorship or professional development courses (Gjedia & Gardinier, 2018). Once the practitioner transitions to academia they become a whole person in the classroom setting and an expert in their field of study.…”

Section: Professional Developmentmentioning

confidence: 99%

Exploring perceptions of the transition from health science practitioner to academic

Stewart

2020

Research in Post-Compulsory Education

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Transitioning from a clinical practitioner to an educator in the health sciences is a difficult task for many professionals. Although, clinically, these individuals have achieved a level of expertise, they are not necessarily trained to teach in a classroom setting and may find it difficult to transition into their role as novice. The purpose of this qualitative case study was to examine faculty members' preparedness during their transition to academia and their perceptions of the need for more support during the first 5 years of teaching. Vygotsky's and Dewey's theories of social constructivism and Knowles's assumptions of adult learning provided the framework for this research. The main research question focused on exploring perceptions about instructional preparedness and support for university educators, at a university in Detroit, Michigan, in health science fields. The data sources were interviews and observations from 9 health science faculty members. Interviews were coded based on perceptive categories such as experiences, knowledge, and opinions, whereas observations were coded using recurrent patterns of identified standards of university teaching based on teaching preparedness. Results showed 5 areas where the participants felt they needed more support: peer mentoring, administration support, institutional support, interaction with students, and instructional methodology technology training. Findings may provide insight to university administrators on strategies to provide more effective professional development to health science educators. Potential implications for positive social change

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Mentoring and teachers’ professional development in Albania

Cited by 25 publications

References 24 publications

The teacher's role and professional development

The teacher's role and professional development

Challenges faced by the tutors of the Polivirtual system

Exploring perceptions of the transition from health science practitioner to academic

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