Success and hindering factors in mentoring novice teachers at grammar schools
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Sprache:Englisch
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Format
Kopierschutz
Nein
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Text-to-Speech
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Erscheinungsdatum
20.03.2009
Verlag
GRINSeitenzahl
44 (Printausgabe)
Dateigröße
816 KB
Auflage
1. Auflage
Sprache
Englisch
EAN
9783640294657
Doctoral Thesis / Dissertation from the year 2008 in the subject Pedagogy - The Teacher, Educational Leadership, grade: "very good to excellent", University of Sheffield, language: English, abstract: This study presents perceived "success and hindering factors" related to mentoring novice teachers at grammar schools.
On the basis of a grounded theory approach, there have been twelve interviews with mentors and corresponding mentees. The interviewed mentors have all been graduates of a mentoring training, supported by the University of Teacher Education in Central Switzerland. The novice teachers (mentees) have been engaged on an ordinary yearly contract and came from different faculties.
The author identified three main variables on which findings have been categorized: Individual issues, relationship issues and style and approach issues.
Hereby, the criteria trust and trust-building emerged as the vital aspects in the relationship. Generally it includes a certain openness and self disclosure from both parts. Openness allows the exchange of wishes and expectations which is essential to prevent unwanted surprises. Relationships were reported to be successful when Mentees were open for critique and when they were willing to learn.
While assessing and advising at the same time is usually seen as a hindering factor, the study gives evidence, that it needn't be deteriorating a relationship.
Having a common subject of specialisation might be a success factor in the beginning of the relationship but as the relationship proceeds, general or personal aspects are more important. Age difference seems to be a helpful to function within the given role.
Concerning different approaches to mentoring, the "king's road to success" could not be found. Depending on the definition of the relationship (symmetric or complementary) different approaches contribute differently to a successful relationship.
On the basis of a grounded theory approach, there have been twelve interviews with mentors and corresponding mentees. The interviewed mentors have all been graduates of a mentoring training, supported by the University of Teacher Education in Central Switzerland. The novice teachers (mentees) have been engaged on an ordinary yearly contract and came from different faculties.
The author identified three main variables on which findings have been categorized: Individual issues, relationship issues and style and approach issues.
Hereby, the criteria trust and trust-building emerged as the vital aspects in the relationship. Generally it includes a certain openness and self disclosure from both parts. Openness allows the exchange of wishes and expectations which is essential to prevent unwanted surprises. Relationships were reported to be successful when Mentees were open for critique and when they were willing to learn.
While assessing and advising at the same time is usually seen as a hindering factor, the study gives evidence, that it needn't be deteriorating a relationship.
Having a common subject of specialisation might be a success factor in the beginning of the relationship but as the relationship proceeds, general or personal aspects are more important. Age difference seems to be a helpful to function within the given role.
Concerning different approaches to mentoring, the "king's road to success" could not be found. Depending on the definition of the relationship (symmetric or complementary) different approaches contribute differently to a successful relationship.
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