The purpose of this paper is to reflect the multi-level mentoring practices of a Teacher Education Program in Greece and the mentors’ perceptions on them. The mentoring…
The purpose of this paper is to reflect the multi-level mentoring practices of a Teacher Education Program in Greece and the mentors’ perceptions on them. The mentoring practices of the specific Program are unique in Teacher Education in Greece; and therefore, the paper examines the extent to which they are considered as capable of developing in mentors and mentees specific skills that contribute to the development of student-teachers’ professional identity.
The case study is based on qualitative research and 32 interviews with mentors of the specific Program who report their experience. Six mentees have also been asked to provide the researchers with comments, so as to observe whether their answers confirm the mentors’ perceptions.
The different types of mentoring of the specific Program are perceived as able to enhance the mentors’ and the mentees’ professional development and self-confidence as well as to the latters’ improved transition and engagement to the Program. The authors also contribute to the fostering of the mentees’ experiential learning and to the capitalization of knowledge in Teacher Education. The EES teacher mentoring is considered of important adding value to the formation of student-teachers’ professional identity, according to the mentors interviewed. Mentees comments were found to confirm the mentors’ perceptions.
The conclusions of the paper are of significant value, since multi-level mentoring as a holistic approach to teacher-candidates’ experiential learning and professional development examined in a single paper is rather rare. Moreover, the Program of the paper’s case study follows this multi-level innovative approach, which includes EES teacher mentoring, and which is of considerable adding value, according to the mentors and the mentees interviewed. It could, therefore, constitute a paradigm for other Teacher Education Programs in Greece and in other countries.
The purpose of this paper is to investigate the way informal groups rise and operate in the Teacher Association in a Secondary Vocational School Unit in Greece. More…
The purpose of this paper is to investigate the way informal groups rise and operate in the Teacher Association in a Secondary Vocational School Unit in Greece. More specifically, the way the role of the head teacher, the school culture and teachers’ emotional intelligence impacts these groups is investigated.
Qualitative research through in-depth interviews with teachers and the head teacher as well as the researchers’ participatory observation has been conducted, in order to support the selected method of the case-study.
The findings showed how both positive and negative informal groups rise and function in the Teacher Association. The role of the head teacher emerges as a very significant factor that influences the emergence and the preservation of such groups. The school culture has a bidirectional relation with the existence and quality of informal groups. Emotional intelligence also plays an important role in forming informal groups and in the quality of actions of these groups.
This study covers a significant gap in the international literature of group dynamics in a Teacher Association and provides practitioners with valuable insights regarding the underexamined factors that lead to the formation, operation and preservation of informal groups, the study of which can lead to the development of sophisticated scales of measurement of these dynamics by future researchers.