Mentoring in teaching profession

Petrovska, Sonja; Sivevska, Despina; Popeska, Biljana; Runcheva, Jadranka

doi:10.5937/ijcrsee1802047p

Cited by 17 publications

(18 citation statements)

References 1 publication

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“…All teachers in the Republic of Serbia are obliged to attend several professional development seminars, and for the development of some specific competences or skills, it would be necessary to allocate additional time. The lack of finances assumption was based on the research results of Sonja Petrovská et al (2018) which showed that mentors felt they were not paid enough for their job. Nevertheless, this assumption should be further explored in future research.…”

Section: Discussionmentioning

confidence: 99%

Mentor’s Perception of the Future Science Teacher’s Teaching Practice

Radulović

Jovanović

Gadusova

et al. 2022

JECS

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Aim. The paper presents feedback on the effects of a new approach to the teaching practice of teacher trainees introduced in Serbia. Verification of the new approach is connected with a mentor training conception which has been under preparation within the frame of Erasmus+ project 2020-1-SK01-KA201-07825 Mentor training addressed in mutual cooperation of higher education institutions from Slovakia, Czech Republic, Hungary, and the Republic of Serbia. Methods. Within the frame of the new approach, verification structured interviews were carried out with a research sample of ten mentor teachers—science teachers from primary and secondary schools. The teachers were asked about the teacher trainees’ knowledge and skills (competences) they use within the lessons taught by them during their teaching practice, ways to improve the mentoring process, as well as mentors’ competences and the ability to self-assess. Results. The researchers collected rather positive opinions of mentors about mentees’ knowledge and skills they come to schools with. At the same time, the mentors expressed high satisfaction with their own knowledge about their mentoring role and competences. Conclusion. The paper presents, on the one hand, a good example of synergy of the national school policy strategies, introducing new approaches to the teaching practice of teacher trainees in Serbia. On the other hand, the goals of an international project are presented, which are meant to improve the quality of mentor-teachers at schools in Serbia.

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Section: Discussionmentioning

confidence: 99%

Mentor’s Perception of the Future Science Teacher’s Teaching Practice

Radulović

Jovanović

Gadusova

et al. 2022

JECS

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“…Tend to practice similar to what they had done (Makovec, 2018;Meesuk, 2020). The study of Petrovska et al (2018) found that the differences in the view of teachers with different work experience had shown the importance of mentor teachers. Teachers in school need a colleague or mentor who shares knowledge, skills, and experiences into the teaching profession and school life.…”

Section: Discussionmentioning

confidence: 99%

“…The current teacher professional development paradigm focuses on being productive for students and emphasising the development for teachers to gain knowledge and understanding and apply knowledge in curriculum development, teaching methods, measurement and evaluation (Petrovska, Sivevska, Popeska, & Runcheva, 2018;Rutherford & Lovorn, 2018). Moreover, encouraging teachers to develop themselves by self-practice and construct new knowledge and skills, not focusing on the traditional development model in which teachers are recipients of learning from others through external experts (Makovec, 2018;Sumaryanta, Mardapi, Sugiman, Herawan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Classroom Action Research-based Instruction: The Sustainable Teacher Professional Development Strategy

Meesuk

Sramoon

Wongrugsa

2020

Journal of Teacher Education for Sustainability

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The purposes of this research were to study the current situation and to compare the consequences of the Child Development Centre teachers on classroom action research-based instruction. The sample was 81 teachers of the Child Development Centre of the Local Administrative Organisation, derived from multi-stage random sampling. The instruments were the semi-structured interview form, and the measurement form of learning management outcomes, which the validity was between 0.80-1.00 and reliability was 0.968. The data were analysed by percentage, mean, standard deviation, content analysis and independent t-test. The results showed that 1) most teachers conducted informal classroom research to solve children’s behaviour problems and to increase the development of children. They usually utilised their research than others, but still not much. 2) the consequences of the classroom action research-based instruction were significantly higher than the standard requirement instruction at the .05 level of significance. The outstanding results have been discussed.

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“…Mentors usually provide support to novice teachers at their off-work time. In Macedonia system of payment has been established under which young teachers receive 80% of teacher's full salary, and a mentor receives 10% (Petrovska et al, 2018). Salary will make mentoring more professional and effective.…”

Section: Mentoring In the Covid-19 Pandemic: New Principles For Organ...mentioning

confidence: 99%

Mentoring Role in Novice Teacher Training Process: A Review of International Experience

Mkrtchyan¹

2022

European Proceedings of Educational Sciences

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This article presents an overview of foreign experience in organizing mentoring of young teachers using the example of the United States of America. Analysis of research has identified a correlation between inadequate mentoring support for beginning professionals and their outflow from educational organizations in the early years of their employment. The deficits that young pedagogues often face alone are often overlooked in research. Nevertheless, the problem of teacher outflow in the United States of America in the early years of teaching has a national scale. Therefore, in the United States of America mentoring is used, among other things, to keep teachers in the profession to guide and support them through their first difficult years in school. In addition, separate attention is given to the trends characteristic of the mentoring system in the context of the COVID-19 pandemic and the active shift of mentor-mentee collaboration to a distance format. These include the increased role of popular platforms and services that were not originally designed for young teachers and their mentors to interact. This paper also analyzes the developmental opportunities that mentors themselves can get in the process of supporting young pedagogues.

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Mentoring in teaching profession

Cited by 17 publications

References 1 publication

Mentor’s Perception of the Future Science Teacher’s Teaching Practice

Mentor’s Perception of the Future Science Teacher’s Teaching Practice

Classroom Action Research-based Instruction: The Sustainable Teacher Professional Development Strategy

Mentoring Role in Novice Teacher Training Process: A Review of International Experience

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