Owning the conversation: mentor and mentee perceptions of student-led peer mentoring

Lyon, Katherine; Holroyd, Heather; Malette, Nicole; Greer, Kerry; Bartolic, Silvia

doi:10.1080/13611267.2022.2030187

Cited by 4 publications

(1 citation statement)

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“…Низка зарубіжних учених присвятили свої праці проблемі наставництва майбутніх учителів під час професійного становлення у Великій Британії: Б. Гейтс, Н. Мід [2], Л. Евінг [5], А. Гобсон, П. Ашбі, А. Малдерез, П. Томлінсон [6], Б. Ірбі, Е. Пагліз [8], С. Лін, Х. Нгуен [9], К. Лаон, Н. Холройд, К. Грер [10], К. Нганга, М. Боуне, А. Стремел [12].…”

Section: вип 2(28) 2023unclassified

Mentoring and Its Role in the Professional Development of a Young Specialist in Great Britain

Palaguta

2023

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The article analyzes mentoring and its role in the professional development of a young specialist in the Great Britain. The main approaches to the definition of mentoring are presented. Mentoring is used to support future teachers during their school practice and it is considered as one of the most important factors in the professional development of future teachers. Mentoring is a process in which an experienced person helps a less experienced person develops their goals and skills through time-limited, confidential, one-on-one sessions and other learning activities.The position of a mentor and experienced teachers who can hold this position are described. The main responsibilities of a mentor to support future teachers are highlighted. The relationship between a mentor and a future teacher and the main requirements for making it effective are characterized. Mentoring is a professional partnership between two people. It is usually a long-term relationship based on mutual trust and respect. An effective mentoring relationship can only be achieved when the mentor listens to the needs of future teachers, develops their knowledge, and introduces new skills and other professionals in the field of mentoring. The main ways of an effective mentoring and the aspects which a mentor takes into account when providing pedagogical support to future teachers are revealed. Future teachers’ mentoring can be a rewarding and a fulfilling experience for both: a mentor and a young professional. A mentor can share an experience, skills and knowledge with novice colleagues and help them to develop self-confidence, competence and the ability to improve and develop themselves. Keywords: mentoring; future teachers; professional formation; mentor; experienced teacher; professional development; learning environment; professional skills; professional partnership; Great Britain.

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