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O vivido em tutoria mentoring: uma análise fenomenológica da experiência dos alunos de Medicina da Universidade Federal de Minas Gerais; Experiencing mentoring: a phenomenological analysis of the experience of medical students of the Federal University of Minas Gerais

Martins, Ana da Fonseca
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 04/12/2014 PT
Relevância na Pesquisa
37.69%
Introdução: Programas de Tutoria/Mentoring, por meio de uma relação próxima junto aos alunos, oferecem suporte e também um ambiente de reflexão para uma formação profissional. O interesse pelo tema é crescente dentro e fora do Brasil, entretanto, são poucos os estudos que examinam o mentoring considerando as experiências dos próprios alunos, tal como eles as vivenciam. Objetivo: Compreender a experiência vivida por alunos de Medicina na atividade de Tutoria/Mentoring da Universidade Federal de Minas Gerais (UFMG). Método: Pesquisa documental com análise fenomenológica dos relatórios produzidos pelos alunos ao final da atividade no 5º período do curso. Resultados: Os elementos experienciais presentes nos depoimentos deram origem a grupos de vivências em três conjuntos temáticos: 1. O contexto da tutoria - os alunos vivenciaram a necessidade e pertinências de suporte para o estudante de Medicina e a inserção da atividade no 5° período do curso; 2. O vivido na tutoria - a tutoria foi vivenciada como espaço de liberdade e abertura às necessidades dos estudantes, onde vários assuntos puderam ser discutidos. Nos encontros, os alunos vivenciaram uma nova qualidade de relação no contexto acadêmico, construída por meio do compartilhar dos desafios e fragilidades vivenciados ao longo do curso. Reconheceram ter conhecido mais e melhor seus colegas de turma e consideraram os tutores como pessoas disponíveis a acompanhá-los em sua formação; 3. A avaliação da experiência - os alunos...

O mentoring como ferramenta de apoio à gestão de recursos humanos: um estudo de caso

Ximenes, Carlos Artur
Fonte: Instituto Politécnico de Setúbal. escola Superior de Ciênciais Empresariais Publicador: Instituto Politécnico de Setúbal. escola Superior de Ciênciais Empresariais
Tipo: Dissertação de Mestrado
Publicado em /02/2015 POR
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Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão Estratégica de Recursos Humanos; Este estudo procura analisar o processo de mentoring de uma organização do sector bancário português e, em particular, perceber o modo como este processo se enquadra no sistema de gestão de recursos humanos da organização. O Mentoring nas últimas décadas recebeu uma especial atenção por parte das organizações como uma ferramenta estratégica de gestão organizacional. Ao longo das últimas décadas o Programa de Mentoring foi usado como uma importante estratégia de gestão de recursos humanos, uma ferramenta de gestão de carreiras e uma atividade de aprendizagem no local de trabalho, permitindo o desenvolvimento pessoal e profissional. Num mundo onde a informação, o conhecimento e as oportunidades de desenvolvimento estão presentes em todo o lado, a capacidade para criar e implementar metodologias tendentes à sua optimização, marcará certamente a diferença. O Programa de Mentoring assenta numa relação “one-to-one” na qual o mentor, pessoa com uma relevante experiência pessoal e profissional, ajuda o mentee, pessoa em processo de desenvolvimento...

A relação de e-mentoring entre professores (Titular e Tutor) e alunos na educação a distância: um estudo de caso no curso de graduação em Administração da UEPB

Arianna Pinto de Oliveira Torres, Marcella; Ricardo Costa de Mendonça, José (Orientador)
Fonte: Universidade Federal de Pernambuco Publicador: Universidade Federal de Pernambuco
Tipo: Outros
PT_BR
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Dentre as funções das Instituições de Ensino encontra-se a função social, na qual trata das relações estabelecidas entre professores e alunos durante as atividades do ensino. Estes atores se envolvem de tal maneira, que o professor em algumas situações passa a influenciar diretamente a vida profissional e pessoal do aluno, desenvolvendo laços afetivos fortes entre eles. Este tipo de relacionamento denomina-se mentoria Esses relacionamentos podem ser desenvolvidos em qualquer modalidade de ensino, inclusive na educação a distância (EAD) mediada pelo computador. O relacionamento de mentoria entre professores/alunos na EAD é denominado de e-mentoring. Diante do exposto, a proposta deste trabalho foi compreender como se configura a relação de e-mentoring entre professores /tutores e alunos na Educação a Distância. Desta forma foi realizado um estudo de caso na Universidade Estadual da Paraíba, no Curso de Administração a distância. A pesquisa foi qualitativa, e as técnicas de coleta de dados utilizadas foram entrevistas online com professores, tutores e alunos, observação não-participante do Ambiente Virtual de Aprendizagem do Curso, e análise documental, como técnica de análise dos dados foi realizada a análise de conteúdo. Os resultados indicam que as relações estabelecidas entre tutores e alunos configuram-se como e-mentoring...

The Development of a Mentoring Program for a Local Public Health Agency

Blasko, Stephanie A
Fonte: Quens University Publicador: Quens University
Tipo: Project
EN
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Mentoring programs have many advantages for the agency, mentor, and protégé. The focus of this project is a Local Public Health Agency [LPHA; pseudonym] that is experiencing the attrition of many top executives. The purpose of this project was to develop a plan for implementation of a formal, organization-wide mentorship program for the LPHA. Appreciative Inquiry is recommended as an organizational development (OD) tool to design the mentorship program. Appreciative Inquiry is a positive approach to organizational development that seeks out success stories to build a positive future reality. In addition, organizational readiness is assessed to determine the extent which the agency is ready to implement a new program. A program planning framework is described as a means to develop the mentoring program. The framework provides step-by-step guidance for program development to ensure important steps are not overlooked that could jeopardize the success of the program. Finally, Adaptive Mentorship® is recommended as a framework for designing the mentoring program. Adaptive Mentorship is based on the premise that the mentor adapts his or her mentoring behaviour to match that developmental level of the protégé.

Examining Mentoring within a Particular Service Learning Context

McEachen, Allyson
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
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My goal for this research project was to explore the levels of mentoring within a disability-focused service learning context known as the Special Needs Activity Program (SNAP). At present, research on mentoring within specific service learning contexts remains largely unexamined. In an effort to assess service learning and mentoring, I completed a comparative case study across three distinct years of SNAP. Undergraduate student leaders, known as coordinators, organize and implement SNAP as a thesis project. I focused specifically on the mentoring experience of particular coordinators of SNAP. My thesis presents and describes the findings of several levels of analysis across three SNAP coordinator cohorts. The analysis focused on key words, idiomatic expressions, patterns and dissonances. In my conclusion, I offer three metaphors that describe mentoring within the SNAP experience and relate these to my discussion about how mentoring functions as a component of service learning.

Examining the Nature of Published Research About Mentoring in Higher Education

Beres, Jacqueline
Fonte: Brock University Publicador: Brock University
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The various forms of mentoring relationships in higher education have all proven to be valuable, offering numerous benefits to mentors and protégés. Research into mentoring provides critical insight into aspects of these relationships, which can be used to advance theoretical and practical understandings of the topic. However, little is known about the methodological characteristics of the mentoring research itself. Using descriptive quantitative content analysis, I examined five years of articles published in five scholarly journals to determine the prevalence of research about mentoring in higher education. Not surprisingly, the prevalence of these articles differed significantly among journals in higher education (1.07% to 3.13%) compared to the considerably higher prevalence rate of 53.15% for the mentoring journal, Mentoring & Tutoring [χ2 (4, N = 82) = 143.98, p < .01]. I also report findings related to the prevalence of different empirical research traditions, research designs, and data sources, as well as various populations, such as faculty members or graduate students who serve as mentors or protégés. Given the limited number of mentoring articles published in higher education journals, I was unable to compare methodological characteristics across journals. Implications for theory...

Peer electronic mentoring for transition into university: a theoretical review

Risquez, Angelica
Fonte: Asociación Española de Orientación y Psicopedagogía Publicador: Asociación Española de Orientación y Psicopedagogía
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
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peer-reviewed; The European Space for Higher Education and the calls for lifelong learning highlight the responsibility universities have to facilitate their students´ access and success, and places career guidance (especially in the early transition phase) as a central element of institutional quality. While doing this, it is important to promote community development as part of the integration of each student in the higher education system, so peer mentoring initiatives have become widely adopted across European universities. In this context, information and communication technologies can help to reduce isolation and distance between students, facilitating student collaboration, creating community feelings among students and making it possible to European universities. In this context, information and communication technologies can help to reduce isolation and distance between students, facilitating student collaboration, creating community feelings among students and making it possible to create new guidance programmes that improve access, support and guidance to students. In the confluence of three main areas of research and practice (transition to university, student guidance through peer mentoring, and computer mediated communication (CMC)...

Island Diasporas: Perceptions of Indo-Caribbean Protégés Regarding the Effects of their Cross-Cultural Mentoring Experiences in the United States

Seepersad, Rehana
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
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Mentoring is defined as an “intense caring relationship in which persons with more experience work with less experienced persons to promote both professional and personal development” (Caffarella, 1992, p. 38). It is “a powerful emotional, and passionate interaction whereby the mentor and protégé experience…intellectual growth and development” (Galbraith & Zelenak, 1991, p. 126). In cross-cultural mentoring, mentors and protégés from different cultures confront social and cultural identities, goals, expectations, values, and beliefs (Cross & Lincoln, 2005) to “achieve a higher level of potency in education and society” (Mullen, 2005, p. 6). Cross-cultural mentoring research explores attitudes, behaviors, linguistics and motivators of the more visible racial and ethnic groups in the U.S. (Elmer, 1986, Ulmer, 2008). The cross-cultural mentoring experiences of Indo-Caribbeans in the U.S. are obscured from the research despite their rich socio-historic culture. The purpose of this phenomenological study was to explore the perceptions of Indo-Caribbean protégés regarding the effects of their cross-cultural mentoring experiences in the United States. Phenomenology is “the systematic attempt to uncover and describe…the internal meaning structures...

What matters in the relationship between mentoring and job-related stress? The moderating effects of protégés’ traditionality and trust in mentor

Qian, Jing; Lin, XiaoSong; Han, Zhuo R.; Chen, Zhen X.; Hays, Jay M.
Fonte: Cambridge University Press Publicador: Cambridge University Press
Tipo: Artigo de Revista Científica
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Mentoring received by protégés has been shown to play an important role in relieving protégés’ job-related stress. However, literature on the relationship between mentoring and job-related stress has yielded mixed and inconclusive results. Our research seeks to reconcile the conflicting implications by examining protégés’ individual traditionality and trust in mentor as moderators on the relationship between mentoring and job-related stress. We tested the hypotheses with data from a sample of 210 protégés from a large company in China. Results of our two-way and three-way interaction effect tests revealed that: (1) traditionality moderated the negative relationship between mentoring and job-related stress in such a way that the relationship was stronger for protégés with higher rather than lower traditionality; (2) the influence that mentoring had on job-related stress was strongest for protégés with both high traditionality and a high level of trust in mentor.; This research is supported by the national Natural Science Foundation of China (project 71302022 & 71162008), Beijing Natural Science Foundation (project 5144028) and the Fundamental Research Funds for the Central Universities.

La dimensión personal de la tutoría universitaria: una investigación cualitativa en la Universidad de Cantabria (España); Personal dimension of mentoring at university: A qualitative research at university of Cantabria (Spain)

Haya Salmón, Ignacio; Calvo Salvador, Adelina; Rodríguez Hoyos, Carlos
Fonte: Asociación Española de Orientación y Psicopedagogía Publicador: Asociación Española de Orientación y Psicopedagogía
Tipo: info:eu-repo/semantics/article; publishedVersion
SPA
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Resumen: El artículo presenta una investigación desarrollada en la Universidad de Cantabria durante los cursos 2011-12 y 2012-13 centrada en conocer las opiniones y vivencias de los estudiantes de los cursos iniciales de Grado sobre su experiencia en la universidad. Los primeros resultados permiten analizar la dimensión personal de la tutoría con el objetivo último de proponer mejoras en las actividades desarrolladas desde diferentes personas e instituciones (profesorado, centros, vicerrectorados, etc.). La metodología utilizada es de corte cualitativo, utilizando para la recogida de datos las técnicas de la entrevista y el grupo de discusión. La muestra está conformada por 13 alumnos que se encuentran cursando alguna titulación en nuestra universidad y que cubren el total de las 5 áreas de conocimiento en las que se organizan dichas titulaciones. Los datos recogidos han sido analizados a partir de un conjunto de códigos temáticos mediante un proceso de codificación. Los resultados obtenidos permiten señalar la importancia de la dimensión personal de la tutoría como un espacio inevitablemente unido a lo académico y profesión reconocer la necesidad de seguir investigando en este campo teniendo en cuenta la experiencia de los estudiantes...

El mentoring, práctica necesaria en las consultoras de comunicación y relaciones públicas

Molina Cañabate, Juan Pedro
Fonte: Universitat Autònoma de Barcelona y Universitat Oberta de Catalunya. Publicador: Universitat Autònoma de Barcelona y Universitat Oberta de Catalunya.
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/article
Publicado em /01/2008 SPA
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Una crítica recurrente que los periodistas hacen de los consultores de comunicación que actúan como relaciones públicas es que éstos no saben los códigos de la profesión y que, a través de la emisión de infinidad de notas y organización de entrevistas y ruedas de prensa, intentan transmitir y conseguir la publicación de informaciones más cercanas a la publicidad que a la noticia periodística. El problema —que es complejo y cuyas raíces deben buscarse, en parte, en la relación entre el consultor y su cliente— puede solucionarse en gran medida si se corrige el perfil que actualmente tienen los consultores de comunicación júnior: menores de treinta años que (al no haber tenido la posibilidad de trabajar en medios) no saben qué necesitan los periodistas ni cómo satisfacer sus demandas. El mentoring (es decir, la tutela que ejerce un profesional sénior sobre uno o más empleados júnior para transmitirles sus conocimientos) se presenta como una buena solución a este problema. Este artículo explicará cuáles son las mejores formas de mentoring para las agencias de comunicación y relaciones públicas.; A recurrent critic that journalists do about public relations consultants is that they don’t know Journalism codes. PR Consultants send a great number of press releases...

Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems: A Systematic Review

Tolan, Patrick; Henry, David; Schoeny, Michael; Bass, Arin; Lovegrove, Peter; Nichols, Emily
Fonte: Universität Tübingen Publicador: Universität Tübingen
Tipo: Aufsatz; info:eu-repo/semantics/article
EN
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Mentoring is one of the most commonly used interventions to prevent, divert, and remediate youth engaged in, or thought to be at risk for delinquent behavior, school failure, aggression, or other antisocial behavior. In this update we report on a meta-analytic review of selective and indicated mentoring interventions that have been evaluated for their effects on delinquency outcomes for youth (e.g., arrest or conviction as a delinquent, self-reported involvement) and key associated outcomes (aggression, drug use, academic functioning). Of 164 identified studies published between 1970 and 2011, 46 met criteria for inclusion. Mean effects sizes were significant and positive for delinquency and academic functioning with trends (marginal significance level) for aggression and drug use. Effect sizes were modest by Cohen’s differentiation. However, there was heterogeneity in effect sizes across studies for each outcome. The obtained patterns of effects suggest mentoring may be valuable for those at-risk or already involved in delinquency and for associated outcomes. Comparison of study design (RCT vs. QE) did not show significant differences in effects. Moderator analysis showed larger effects when professional development was the motivation of the mentors for involvement...

Critical thinking, caring and professional agency: an emerging framework for productive mentoring

Mooney Simmie, Geraldine; Moles, Joanne
Fonte: Taylor and Francis: Routledge Publicador: Taylor and Francis: Routledge
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
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peer-reviewed; In this paper, we reported on one mentoring programme in the Republic of Ireland which provides an accreditation pathway to a masterâ s level qualification. The paper serves three purposes. First, informed by selected literature on education, teacher education and mentoring we caution against expedient reductionist models that are based solely on rigid novice-expert mentoring relationships with limited facility for critical co-inquiry or sustained networks for professional knowledge generation (Maynard & Furlong, 1995; Wang & Odell, 2007). Second, we present an evolving theoretical framework for mentoring, productive mentoring, based on our critique of a preferred academic literature, ongoing reflective and reflexive dialogue, the context of our study and observations from interactions with mentor teachers, school principals and teacher educators over a four-year period (Bernstein, 1990, 2000; Darling-Hammond & Bransford, 2005; Lingard, Hayes, Mills & Christie, 2003; Noddings, 2003, 2007). We proactively encourage dialogue which promotes an awareness of societal norms and traditions that can appear as counterculture to critical thinking and professional agency. Lastly, drawing on these findings we present our espoused values as four principles and consider implications for productive mentoring as an academic...

Transition into the teaching profession: induction and mentoring issues surrounding secondary music teachers /

Kissel, Mark.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
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The purpose of this study was to investigate the issues surrounding the transition into the teaching profession by specifically focusing on teacher induction and mentoring issues while explicitly addressing matters of concern by secondary music teachers in a large suburban school board in southern Ontario. Participants included beginning teachers with fewer than 5 years of teaching, mid career teachers with between 6 and 15 years of instruction, and experienced teachers with more than 16 years of practice. The ' processes of mentoring and inducting new teachers within the board were examined, along with their relationships between proteges, mentors, and administrators. Further, internal and external programs specifically designed and implemented for newer music teachers were scrutinized and discussed. An analysis of key documents and literature on the subject was performed, and data were collected through 16 personal interviews. The findings suggest that although the necessity of mentoring and induction processes has begun to be recognized, there exists a fundamental relationship between mentoring and induction and the effect of the professional attachments to mentoring; the institutional and administrative supports that are enabled; and essential processes and practices between mentors and proteges. Together these three arms combine to support successfiil induction and mentoring initiatives that will help ease the transition into teaching.

A district school board's induction program for new administrators: a study of the effectiveness of the mentoring component

Khilji, Erik
Fonte: Brock University Publicador: Brock University
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Please consult the paper edition of this thesis to read. It is available on the 5th Floor of the Library at Call Number: Z 9999 E38 K535 2008; The purpose of this study was to explore the effectiveness of the mentoring component of a large school board's induction program for new school administrators. A mixed methodology was implemented. The data were collected through an e-mail questionnaire, a focus group interview, and one-on-one semistructured interviews with new school administrators and mentors who participated in the induction program within the last 2 years. The results of this study provide evidence that there are some limitations to the mentoring component of this school board such as an inconsistent matching process of mentors and proteges across the school board; the lack of time and training of mentors; the lack of communication between mentors and proteges; and unclear expectations of the mentoring program. Modifications of the program are needed in order to nurture and develop new principals and new vice-principals in their roles. Recommendations are made to enhance the mentoring program. With the large number of new administrators arriving in the school system over the last few years and the large number of retirements expected by the end of the decade...

Evaluating the Outcomes of a Peer-Mentoring Program for Transitioning Postsecondary Students

Goff, Lori-Ann
Fonte: Brock University Publicador: Brock University
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A peer-mentoring program was initiated in 2003 for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to 5 peer-mentoring sessions during the 12-week fall semester. Quantitative-survey, participation, and academic data spanning 5 years were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students' introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed characteristics of participants and showed that students who participated in the program felt that it was a valuable experience. Students attending 3 or more sessions performed significantly better in their introductory biology courses than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students' perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives.

An Exploration Into Doctoral Students' Sense of Community and its Influence on the Formation of Informal Mentoring Relationships

Higenell, Gail J.
Fonte: Brock University Publicador: Brock University
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This exploratory mixed method research project was designed to investigate an area of doctoral education that has received little attention in the past. This research focused specifically on the non-intellectual, hoped-for by-products of doctoral education; the dynamic processes of developing and maintaining both a sense of community and informal mentoring relationships. The design of the study captured the experiences of doctoral students and alumni at various time periods in the doctoral program. Participants represented a diverse group of students with differences in professional and academic backgrounds and life stages. A pilot study for this research suggested that the presence of a sense of community and informal mentoring may provide the necessary relationships to support this diversity. The primary question at the forefront of this study was: Do doctoral students feel connected to one another? Five subquestions were developed to address this research topic: Does a sense of community already exist and flourish in doctoral education? Are the programs and resources of the doctoral program organized to nurture the creation and maintenance of a sense of community? Is a sense of community a foundational element in the formation of naturally occurring relationships among doctoral students? What educational and socio-emotional benefits are associated with informal mentoring relationships during the doctoral experience? and Do doctoral students perceive a change in their development as stewards of their discipline over time? The principal methods used to investigate these research questions combined both quantitative and qualitative techniques in a concurrent time sequence. The quantitative portion of the study involved a questionnaire...

The jury is still out: psychoemotional support in peer e-mentoring for transition to university

Risquez, Angelica; Sanchez-Garcia, Marife
Fonte: Elsevier Publicador: Elsevier
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
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peer-reviewed; This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in an Irish university to facilitate freshmen’s transition to college. A sample of 123 participants (42 mentors and 81 mentees) was evaluated with a combination of mixed methods including a pre-program adjustment scale, online participation records, content analysis of online interactions and end of program interviews. Results reveal that volunteer freshmen experienced greater psychoemotional needs than the general student population. Personal and emotional interactions often developed, especially if the mentoring pair met face-to-face first and the fresher did not have an alternative support network. However, mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation. Perceptions of CMC were strongly determined by individual preferences. Implications for e-mentoring programs and Web 2.0 use are discussed.

E-mentoring: an extended practice, an emerging discipline

Risquez, Angelica
Fonte: IGI Global Publicador: IGI Global
Tipo: info:eu-repo/semantics/bookPart; all_ul_research; ul_published_reviewed
ENG
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peer-reviewed; This chapter integrates existing literature and developments on electronic mentoring to build a constructive view of this modality of mentoring as a qualitatively different concept from its traditional face-to-face version. The concept of e-mentoring is introduced by looking first into the evasive notion of mentoring. Next, some salient e-mentoring experiences are identified. The chapter goes on to note the differences between electronic and face-to-face mentoring, and how the relationship between mentor and mentee is modified by technology in unique and definitive ways. Readers are also presented with a collection of best practices on design, implementation, and evaluation of e-mentoring programs. Finally, some practice and research trends are proposed. In conclusion, the author draws an elemental distinction between both modalities of mentoring, which defines e-mentoring as more than the defective alternative to face-to-face contact.

Becoming professionally qualified: The school-based mentoring experiences of part-time PGCE students

Mukeredzi,Tabitha Grace; Mthiyane,Nonhlanhla; Bertram,Carol
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2015 EN
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This paper reports on a study which explored the mentoring experiences of professionally unqualified practicing teachers enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The study sought to understand the mentoring experiences these students received from their teacher mentors, who were also their colleagues. Data was collected through interviews towards the end of their programme. Drawing on the concept of teacher knowledge, findings indicate that some students experienced subject-specific mentoring, others received only feedback on generic pedagogic issues, and some received minimal mentoring. They reported content-specific and pedagogical mentoring as the most useful, indicating that this significantly assisted them in improving their teaching, even though they had been teaching for some time. It also emerged that some students received very limited mentoring, where mentors simply complied to fulfil university assessment requirements. The study suggests a need for more focused, comprehensive and ongoing mentor training for mentor teachers. The success of this would require collaboration between all stakeholders involved in departments of education and universities. This paper further suggests that university-school partnerships required strengthening...