Questionnaire Portant sur le Développement des Compétences Émotionnelles Lors du Mentorat

Hadchiti, Roula; Frénette, Éric; Dussaultc, Marc; Deschênes, Andrée-Ann; Poirel, Emmanuel

doi:10.1037/t86917-000

Cited by 2 publications

(2 citation statements)

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“…The study also identified another type of mentoring relationship that is commonly practised -the Experience transfer type. In the perspective of mentoring, it is the most common type of mentoring relationship (Hadchiti, 2021), where the mentoring relationship is seen as support and transferring the mentor's experience to an untrained or less experienced mentee (Kang, 2021). The most important feature of this relationship is the long professional experience and its sacralization.…”

Section: Discussionmentioning

confidence: 99%

Representation of Mentoring Relationships and Students’ Professional Development in Terms of Teaching Practice

Anužienė,

Šatienė

2024

SIE

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This article presents an analysis of the research aimed at students' attitude towards representation of mentoring relationships and an opportunity for their professional development in terms of teaching practice. The study is based on the assumption that the diversity of mentoring relationships and differences in their representation during teaching practice relate directly to the opportunities for students’ professional development. Mentoring is widely considered to be one of the models of support used in many different areas of society to meet the growing needs for personal and professional development. It is acknowledged that mentoring is a relationship between a more experienced, professional individual (a mentor) and a less experienced mentee. However, the following practical problem is identified: mentors themselves do not always recognise the variety of mentoring relationships or their impact on students’ professional development, i.e., opinions diverge when it comes to clarifying: What do mentoring relationships mean in terms of students' professional development? What explains the divergence of opinions or even the disagreement on the concept of mentoring relationships? How do different mentoring relationships affect students' professional development in terms of teaching practice? Searching for answers to the above problem questions provides new insights and possible practical solutions for analysing students' professional development during teaching practice. Thus, the goal of the study is to represent mentoring relationships and the professional development of students in terms of teaching practice. Research methods: analysis of scientific literature and questionnaire survey. Research results: the research shows that the multi-meaning of mentoring relationships depends on a context of an individual’s activity or a social field in which mentoring relationships take place. Research participants pointed out that mentoring relationships are understood by practice supervisors-mentors quite categorically, which restricts the professional development of students. During the research, it was found that mentoring relationships during students’ practical training should be expressed in different forms and practices to provide more opportunities for their professional development.

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Section: Discussionmentioning

confidence: 99%

Representation of Mentoring Relationships and Students’ Professional Development in Terms of Teaching Practice

Anužienė,

Šatienė

2024

SIE

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“…Quant à l'utilisation des émotions: elle repose sur la capacité de l'individu à utiliser des émotions positives pour accroître son efficacité au travail et celle des autres. (Mikolajczak, 2020;Hadchiti, 2021).…”

Section: Fondement Théoriqueunclassified

L’impact du mentorat réciproque par les pairs sur le développement de la pratique réflexive et des compétences émotionnelles chez les futurs enseignants de FLE

Younes

2024

Sohag University International Journal of Educational Research

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Questionnaire Portant sur le Développement des Compétences Émotionnelles Lors du Mentorat

Cited by 2 publications

References 0 publications

Representation of Mentoring Relationships and Students’ Professional Development in Terms of Teaching Practice

Representation of Mentoring Relationships and Students’ Professional Development in Terms of Teaching Practice

L’impact du mentorat réciproque par les pairs sur le développement de la pratique réflexive et des compétences émotionnelles chez les futurs enseignants de FLE

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