The influence of trust in principals’ mentoring experiences across different career phases

Bakioğlu, Ayşen; Hacıfazlıoğlu, Özge; Özcan, Kenan

doi:10.1080/13540600903478482

Cited by 16 publications

(19 citation statements)

References 23 publications

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“…Therefore professional dialogues could be seen as "ripples creating waves for learning". These dialogues should be based on mutual trust and sincerity as it was stated by Bakioglu, Hacifazlioglu and Ozcan (2010) on their study on school principals.…”

Section: Practice Communities Of Practice and Foreign Language Teachmentioning

confidence: 99%

“…In their study, Young, Alvermann, Kaste, Henderson, and Mnay noted that "interdependency encouraged individual growth while simultaneously facilitating a sense of friendship collegiality connectedness and caring between mentors and mentees" (2004, p. 23). As it was emphasized by Feiman-Nemser, effective mentoring practice allows the new teacher to "construct his or her own professional knowledge" (2001, p. 20); (cited in Bakioglu, Hacifazlioglu and Ozcan, 2010).…”

Section: Practice Communities Of Practice and Foreign Language Teachmentioning

confidence: 99%

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The Impact of Reflective Practices of English Language Teachers on the Development of A Sense of Agency

Tütüniş

Hacıfazlıoğlu

2018

JETS

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Language teaching has undergone many changes for several decades and is still changing within this complex dynamic system. Teaching is recognized as both individually practised and socially shaped phenomenon with lots of constraints imposed by the society. The concept of agency has been theorized from an interdisciplinary approach incorporating academic disciplines of sociology, philosophy, anthropology, management, economics and the related fields. The aim of this paper is to address this gap in the literature by examining the experiences of language teachers working with young learners. There is limited research literature that specifically addresses the practices of teacher agencies in language teaching. However, Johnson (2009) for example, based on Vygotsky's (1958) sociocultural theory, suggests to take a sociocultural approach in teacher education to acknowledge both social forces and the individual experiences that shape language teaching. A qualitative pilot study was conducted with 30 language teachers working in disadvantaged neighborhoods in İstanbul, Turkey with the purpose of finding out their reflective practices on the development of a sense of agency. The data was analyzed and interpreted from the basis of "professionalism and teacher identity" and provisional insights are provided for policy makers, teachers, administrators and leaders at various levels in schools and faculties of education that we believe will contribute to the literature on teacher agencies and professionalization in the field of second/foreign language teaching.Keywrds: teaching english to young learners, english as a foreign/second language, teacher agency, reflective practices

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Section: Practice Communities Of Practice and Foreign Language Teachmentioning

confidence: 99%

Section: Practice Communities Of Practice and Foreign Language Teachmentioning

confidence: 99%

The Impact of Reflective Practices of English Language Teachers on the Development of A Sense of Agency

Tütüniş

Hacıfazlıoğlu

2018

JETS

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“…Principal mentors need to be able to support beginning principals, set goals, identify opportunities for learning, provide constructive feedback, and encourage reflection of experiences (Gimbel & Kefor, 2018;Hopkins-Thompson, 2000;Parylo, Zepeda, & Bengtson, 2012). Principal mentors need the ability to build and maintain their relationships with their mentees based on mutual trust, respect, and professionalism; moreover, they should be able to create a relationship that allows them to develop a genuine understanding of their mentees' ideas and needs and encourage their mentees to honestly share and reflect upon their experiences (Anderson & Wasonga, 2017;Bakioglu, et al, 2010). Mentors also need to understand that the mentoring relationship takes time to develop (Bakioglu, Gacifazlioglu, & Ozcan, 2010;Clayton, Sanzo, & Myran, 2013), and the relationship should develop naturally based on the needs of the protégé.…”

Section: Role Clarification: Mentorsmentioning

confidence: 99%

Principalship and Mentoring: A Review of Perspectives, Evidence, and Literature 1999 – 2019

2020

REAL

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Article InfoThe aim of the present article is to review literature on mentoring of school principals. The review focuses on the importance of mentoring in fostering effective leadership as a principal by presenting the pervasive definitions and perspectives on mentoring in the field. Second, based upon predefined selection criteria, we present empirical evidence from a number of studies organized by emergent themes on how mentoring in the principalship is conceived and valued. The bulk of the article presents evidence from studies organized along themes. Two central themes emerged in the review focused on determinants of effective mentoring relationships: a) the mentor and protégé pairing and b) length of time in the mentoring relationship including enough time for mentoring sessions. The article concludes with methodological recommendations and an outline of possible directions for future research concerning these commonly overlooked, yet critical features of successful mentoring programs.

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“…New principals need support, encouragement, affirmation, and an understanding of the challenges of being a leader of learning (Boerema, 2011). Novice principals have repeatedly reported the benefits that mentoring provided them in helping them transition as school leaders (Alsbury & Hackmann, 2006;Bakioglu, et al, 2010;Boerema, 2011;Duncan & Stock, 2010;Hayes, 2019;Hean 2003;Sciarappa & Mason, 2014). First year principals benefit from mentoring relationships through socialization into the profession, reflective conversation, and role clarification (Alsbury & Hackmann, 2006); an emphasis on reflection skills and professional growth (Aravena, 2018;Gimbel & Kefor, 2018); and the receiving of professional support, empathy, problem solving skills, improved communication skills, professional development, and improved confidence (Daresh, 2007;Hayes, 2019).…”

Section: Role Clarification: Protégésmentioning

confidence: 99%

“…In addition to being a leader of education to reach the teaching goals of the school by using human and material resources, the school administrator should manage his / her school in the best way (Hunt, 2012 (Fransson, 2012). However, support to reduce the stress factors that lead to the retirement of new teachers and ensure their continuity to the profession can be provided through a mentoring process implemented in schools and the mentoring of competent school administrators who take part in this process (Bakioğlu et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2020

REAL

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Many, if not most, of my writing comes from experience, as it does for many scholars-either observing situations and events, being among those involved in these, and the many discussions with students and colleagues about the experiences they have gone through in many countries I have visited or worked in. This topic of mentoring and the related role of role modelling initially came to me shortly after doing my doctorate in a mentoring mode with Christopher Hodgkinson in Canada, and my ideas about this were reinforced when I was mentored in informal postdoctoral work with Wolfgang Mommsen in Germany in the 1990s. Since that time, I have mentored some of my doctoral students, particularly in the last few years working with several in the Arabian Gulf. It was time for me to revisit my research and understanding of this topic after going through several years of research trips, guest lecturing and collaborative projects in Western, Central and Eastern Europe, followed by several years in the Gulf learning about the embeddedness of such roles in

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The influence of trust in principals’ mentoring experiences across different career phases

Cited by 16 publications

References 23 publications

The Impact of Reflective Practices of English Language Teachers on the Development of A Sense of Agency

The Impact of Reflective Practices of English Language Teachers on the Development of A Sense of Agency

Principalship and Mentoring: A Review of Perspectives, Evidence, and Literature 1999 – 2019

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