This study set out to explore the impact of ethnicity, gender, age and subjective well-being on help-seeking attitudes among Arab and Jewish adolescents in Israel. The sample comprised 395 Arab and 360 Jewish 7th-and 11th-grade pupils who were selected from six Arab and six Jewish schools in the north of Israel. The participants completed a self-report help-seeking questionnaire and an inventory measuring subjective well-being. Quantitative analyses testing the research hypotheses revealed that Arab youths were more willing to seek help from formal sources. Gender was differentially related to help-seeking in both ethnic groups, while age and subjective well-being yielded similar predictions among Arab and Jewish youths. Content analysis of the reasons for the decision to seek help revealed emotion-oriented and cognitive-oriented factors in both groups. Theoretical implications of the interaction between socio-cultural and psychological factors are discussed and practical implications are presented.
The context of the present paper is a school of professional development for teacher educators. One of the school's unique features is the employment of tutors/mentors, who are colleagues of their tutees in different study programmes. It has been established that many teacher educators enter the profession 'accidentally', whether from school teaching or from academia, without any prior training. Therefore, they require lengthy periods of time to consolidate their new professional identity. This paper presents a model of professional development that involves tutoring/mentoring, and focuses on the interaction between tutor and tutee as perceived by the tutees. There are four tutors assigned to each of the two-year specialization programmes offered at the school. All of them are staff members from various teacher training colleges. The research reported employed a mixed-methods design methodology comprising a questionnaire that was drafted especially for this research and was based on semi-structured interviews and pilot sampling. Six graduates were interviewed and 231 (out of the 500) graduates responded to the questionnaire. They were asked about the required properties of a tutor and about the elements they perceived to be most beneficial to the tutees' professional development. The findings point to the benefits of tutoring. The terms 'tutor' and 'mentor' are used in this paper interchangeably.
IntroductionThe context of the present paper is a school of professional development (SPD) for teacher educators. The school is part of an intercollegiate professional development institute serving teacher educators. It offers several specialization programmes for the purpose of enhancing teacher educators' professional development. One of the unique features of the school's model of professional development involves tutoring/ mentoring, and in many cases the tutors in the different study programmes are colleagues of their tutees.In this paper, we employ the terms mentor and tutor interchangeably. Further elaboration on the topic is offered in the background section.
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