On Mentoring: When the Student is Ready, the Teacher will Appear

The Praxis of Mentoring: Power, Organising and Emancipation

“…They characteristically comprise artificially matching the dyad of the mentor and the mentee, who are a selected few so called proteges or those who need intervention. Lea (2011) believes, contrary to what empirical research can afford, the investigation of mentoring should call for an alternative. The foremost issue is to understand the contexts in which such an association occurs (Lea, 2011).…”

“…Lea (2011) believes, contrary to what empirical research can afford, the investigation of mentoring should call for an alternative. The foremost issue is to understand the contexts in which such an association occurs (Lea, 2011). Giroux (1985) has called for intellectualisation of the teaching profession in the institutional structure; this paper, to follow Giroux's example, besides examining the contexts of the profession, will discuss teachers' development in relation to mentoring in educational institutions in the hope to contextualise the need to radicalise not only the intellectuals, but also the mentors.…”

“…However, the significance of mentoring has yet to be attested through systematic documentation. Lea (2011) observes a clear absence of a natural unobtrusive research approach, and the empirical research approach is often adopted with the experimental design of control of variables. The research literature on mentoring is mainly experimentally designed tests and measurements of the effects of pre-programmed practices.…”