School-Based Mentoring for Professional Development of Inclusive School Teachers

Abstract

Because of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers

Impact of Mentoring Regular Teachers’ Attitude on the Implementation of Inclusive Education at Basic Education in Lafia Metropolis, Nasarawa State, Nigeria.

“…The implication is that, mentorship when used in mentoring regular teachers is capable of increasing their attitude in the implementation of inclusive education in Lafia metropolis, Nasarawa State, Nigeria. The finding is in consonance with Bērziņa (2011) who reported that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favorable basis for enhancement of inclusive education programs. This favourable basis will as well create positive attitude to teachers in the implementation of inclusive education in Lafia metropolis In support of the findings also is the study of Samir (2013) who reported that teachers showed positive attitudes towards educational inclusion.…”

The Formation of Learners’ Motivation to Study Physics in Terms of Sustainable Development of Education in Ukraine

“…First of all, this issue has been addressed in several papers in the Journal of Teacher Education and Training (e.g., fiogla, 2002;Bulajeva, 2003;Linkaityte, Zuzeviciute & Zilinskaite, 2003;PoomValickis, Saarits, Sikka, Talts, & Veisson, 2003;Kat‚ne, Aizsila, & Beitere, 2006). This problem has also been addressed in the Journal of Teacher Education for Sustainability (e.g., Kukk & Talts, 2007;MakareviËs, 2008;BÁrziÚa, 2011;Iliko, Ignatjeva, & MiËule, 2011;Salom‰ki, Ruokonen, & Ruism‰ki, 2012). DOI: 10.1515DOI: 10.…”