01 SES 04 C, Mentoring
Various studies relating to mentoring programmes in schools have been examined by
different scholars in the last two decades. Many of their claims focused on providing inhouse professional development for teachers, which makes it possible to share pedagogical knowledge and teaching experience in such a way that teachers are supported in teaching and learning by other colleagues, through the creation of a collaborative environment. Moreover, it was noted in current literature that issues such as teachers’ skills in mentoring, teachers’ attitudes towards mentoring and teachers’ knowledge about mentoring are also important to the implementation of mentoring systems in schools, and these help teachers become potential mentors in their schools. Therefore, the principal goal of this study was to investigate the possibility of using a mentoring programme in Nazarbayev Intellectual Schools (NIS).
A mixed methods research approach was employed within a pragmatist philosophical stance. In the quantitative research, 82 teachers from the sample school participated in the study, by responding to the online questionnaire. In addition, seven teachers were invited to take part in in-depth interviews, in order to collect qualitative data. Findings from this mixed methods study showed that the majority of teachers had positive attitudes towards mentoring in schools. Also, teachers from the sample school claimed that they possess skills for mentoring, as well as knowledge about mentoring.
Furthermore, it was evident from this mixed methods study that support for a mentoring programme exists among teachers in the sample school. Thus, further study is recommended to develop current informal support among teachers, in order to implement formal mentoring relationships among teachers in the sample school and inother schools.
Various educational reforms, changes in educational policies and new school programmes demand teacher training (Hill, 2004). Furthermore, the task for the NIS then, is how to create an in-service professional development programme that will ensure effective teaching. However, there are different types of teacher development programmes which are based in schools. For this school, it is necessary to implement such effective teacher training, in which experienced teachers as well as novice teachers can collaboratively share experiences in order to facilitate the implementation of educational initiatives. In fact, it is known that some of the new teachers at this school have difficulties with the implementation of the curriculum and assessment policies, in comparison to teachers who have been working at the school since it opened. In addition to this, newly-recruited teachers from other schools also meet some difficulties with new educational initiatives in NIS. This is why there is a need for school leaders to create a mentoring programme for the staff in order to overcome obstacles concerning school policy. Moreover, Torres-Guzman and Goodwin (1995) stated that mentoring is a close relationship, in which mentees get support, guidance and information from their mentors who can promote mentees’ professional development. In this case, the relationship between a mentor and a mentee is usually organised in such a way that a mentor can plan lessons together, observe mentee’s lessons and give feedback. Hence, mentoring is associated with preparation of new staff for membership in different organisation and agencies (Wilkin, 1997). Therefore, the research focus for this study is to investigate the possibility of using a mentoring system in Nazarbayev Intellectual Schools (NIS), in order to support novice teachers, as well as newly-recruited teachers who do not have an in-depth knowledge of the new educational initiatives in NIS.
ANDERSON, E.M. AND SHANNON, A.L., 1995. Toward a conceptualization of mentoring. In: KERRY, T AND MAYES, A.S., ed, Issues in Mentoring. London: Routledge, pp. 25-34. ANDREWS, B.D. and QUINN, R.J., 2005. The effects of mentoring on first-year teachers' perceptions of support received. The Clearing House, 78(3), pp. 110-117. BRIDGES, D., 1995. School-based teacher education. In: KERRY, T AND MAYES, A.S., ed, Issues in Mentoring. London: Routledge, pp. 64-80. COHEN, L., MANION, L. and MORRISON, K., 2011. Research methods in education. Routledge. CRESWELL, J.W., 2008. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 3 edn. Cambridge: Pearson. DAY, C., 1999. Professional Development and Reflective Practice: Purposes, Processes and Partnerships. Pedagogy, Culture & Society, 7(2), pp. 221-233. ELLIOTT, B. AND CALDERHEAD, J., 1995. Mentoring for teacher development: possibilities and caveats. In: KERRY, T AND MAYES, A.S., ed, Issues in Mentoring. London: Routledge, pp. 35-58. FLETCHER, S., 2000. Mentoring in schools: A handbook of good practice. Kogan Page London. FULLAN, M., with Stiegelbauer, S.(1991). The new meaning of educational change. London: Cassell. HILL, H.C., 2004. Professional development standards and practices in elementary school mathematics. The Elementary School Journal, , pp. 215-231. HOBSON, A.J., 2002. Student Teachers' Perceptions of School-based Mentoring in Initial Teacher Training (ITT). Mentoring & Tutoring: Partnership in Learning, 10(1), pp. 5-20. HOLCOMB, C., 2006. Mentor and mentee perceptions of the importance and effectiveness of mentor support. University of South Florida. INGERSOLL, R.M. and SMITH, T.M., 2004. Do teacher induction and mentoring matter? NASSP bulletin, 88(638), pp. 28-40. JOHNSON, R.B. and ONWUEGBUZIE, A.J., 2004. Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), pp. 14-26. LONG, J.S., MCKENZIE-ROBBLEE, S., SCHAEFER, L., STEEVES, P., WNUK, S., PINNEGAR, E. and CLANDININ, D.J., 2012. Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention. Mentoring & Tutoring: Partnership in Learning, 20(1), pp. 7-26. MCINTYRE, D.G., HAGGER, H. and WILKIN, M., 1994. Mentoring: Perspectives on school-based teacher education. Routledge. RUSSELL, L., 2007. Mentoring is not for you!: mentee voices on managing their mentoring experience. Improving Schools, 10(1), pp. 41-52. SINCLAIR, C., 2003. Mentoring Online about Mentoring: Possibilities and practice. Mentoring & Tutoring: Partnership in Learning, 11(1), pp. 79-94. ZACHARY, L.J., 2011. The mentor's guide: Facilitating effective learning relationships. Wileycom.
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