Who is telemachus? long-term mentoring in education

Koeppen, Kim E.; McKay, Joane W.

doi:10.1080/13664530000200119

Cited by 6 publications

(9 citation statements)

References 8 publications

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“…A similar 'networking' role was suggested by Tenenbaum, Crosby, and Gliner (2001) to refer to the facilitation of connections with other people in the discipline. 'Networking' is identified as characterizing one of the three main roles of a mentor (Koeppen & Mckay, 2000;Murphy et al, 2005).…”

Section: Networkermentioning

confidence: 99%

Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education

Koç

2012

Teaching and Teacher Education

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This study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by the cooperating teachers in the distance practicum, an inventory of 10 primary mentoring functions was constructed. These functions included five primary mentoring roles: 'self-trainer', 'networker, 'social supporter', 'academic supporter', and 'psychological supporter'. The results will contribute to an increased understanding of how cooperating teachers perceive their mentoring roles during distance practicums.

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Section: Networkermentioning

confidence: 99%

Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education

Koç

2012

Teaching and Teacher Education

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“…Mentoring, as a term, comes from the ancient Greek word “Mentor” found in the epic poem “Odyssey.” “Mentor” is the name of the man who raised and educated Telemachus while Odysseus was away from his home for ten years (Koeppen and McKay, 2000). Therefore, nowadays, the term “mentor” is used to describe someone more experienced and wiser than the mentee – otherwise called “protégé” – who observes, guides and supports the latter (Piper and Piper, 1999; Pirkle, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Multi-level mentoring practices in a Teacher Education Program in Greece

Brinia¹,

Psoni²

2018

JARHE

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Purpose The purpose of this paper is to reflect the multi-level mentoring practices of a Teacher Education Program in Greece and the mentors’ perceptions on them. The mentoring practices of the specific Program are unique in Teacher Education in Greece; and therefore, the paper examines the extent to which they are considered as capable of developing in mentors and mentees specific skills that contribute to the development of student-teachers’ professional identity. Design/methodology/approach The case study is based on qualitative research and 32 interviews with mentors of the specific Program who report their experience. Six mentees have also been asked to provide the researchers with comments, so as to observe whether their answers confirm the mentors’ perceptions. Findings The different types of mentoring of the specific Program are perceived as able to enhance the mentors’ and the mentees’ professional development and self-confidence as well as to the latters’ improved transition and engagement to the Program. The authors also contribute to the fostering of the mentees’ experiential learning and to the capitalization of knowledge in Teacher Education. The EES teacher mentoring is considered of important adding value to the formation of student-teachers’ professional identity, according to the mentors interviewed. Mentees comments were found to confirm the mentors’ perceptions. Originality/value The conclusions of the paper are of significant value, since multi-level mentoring as a holistic approach to teacher-candidates’ experiential learning and professional development examined in a single paper is rather rare. Moreover, the Program of the paper’s case study follows this multi-level innovative approach, which includes EES teacher mentoring, and which is of considerable adding value, according to the mentors and the mentees interviewed. It could, therefore, constitute a paradigm for other Teacher Education Programs in Greece and in other countries.

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“…programme. Theoretically speaking, mentoring is widely acknowledged as a strategy for school-based professional development of teachers Feiman-Nemser & Parker, 1990;McIntyre, Hagger & Wilkin, 1994;Koeppen & McKay, 2000;Semenuik & Worral, 2000) and cooperative or collaborative learning approaches enable learning both for pupils in classrooms and in the professional development of teachers Slavin, 1987;Bennet et al, 1991). On their return to their schools, the CPs, now PDTs, are expected to put their learned theory into practice, working as mentors with the teachers and using cooperative learning approaches to working with pupils and with teachers.…”

Section: Issues In Relating Theory and Practice: The Pdt Programmementioning

confidence: 99%