Методологическая рамка антропологического наставничества субъектов непрерывного педагогического образования

This paper reports on a research case study into a form of mentoring for teachers in higher education in Ireland with 30 academic staff. It begins with an exploration of the concept and practice of mentoring in the world of higher education professional development; focus will be limited to an overview of the concept of teacher mentoring, an exploration of its various expressions, and identification of facilitative measures that institutions can take to foster teacher mentoring. In theory, mentoring is beneficial for the mentor, the mentee and the organisation. Much of successful facilitating requires not only the transmission of information but also the care and encouragement of individuals to encourage reflective practice. Some problems arose in matching mentors and mentees, with too much of a knowledge/status/experience gap inhibiting and impeding the process. However, the scheme is maximising the best resources that a higher education can have – its own staff. Ultimately, the study discusses the nature of the benefits and considers how might this good idea be more widely adopted and practiced within the field of teacher professional development.

This research intended to examine and explore the effectiveness of teachers mentoring practice on the academic achievement of university students. This study is descriptive, in nature Objective of the study was to measure the effectiveness of teachers' mentoring practice on students’ academic achievement at the university level. The hypothesis of this study is: there is a positive impact of teacher mentoring on students' achievement. For this purpose a stratified random sample of 100 respondents was collected from two distinct groups of the population were from both genders male teachers and female teachers who are teaching in respective institutions and male and female students who are studying from same institutes. The result obtained from the research study revealed that there is a positive and constructive connection between teachers mentoring practice and students' academic achievement. It is recommended that the government level and state levels should encourage mentoring programs for beginner teachers at the university level and should also provide the necessary infrastructure to facilitate in all institutions. It is also recommended that Administrative heads of institutions e.g. Vice-Chancellors, Deans, and Heads of Department, should ensure that effective and efficient mentoring programs exist and are encouraged in their respective Faculties and Departments. Heads of departments should ensure that newly appointed teachers may fully aware of the significance of mentoring.

PurposeThe purpose of this editorial is to introduce the inaugural issue of theInternational Journal of Mentoring and Coaching in Education(IJMCE), as well as to set the scene for the current and future issues of the journal.Design/methodology/approachThis editorial simply introduces the journal and its first issue. The paper sets the scene by which the journal was conceived and the context in which it aims to operate. It then move on to briefly describe the visions ofIJMCE, the theories and practices of mentoring and coaching and the definitions and implications that the journal will have for policy makers.FindingsIt is found thatIJMCEwill offer diverse definitions of mentoring and coaching in the course of publishing three issues per year, each comprising five articles.Originality/valueThe editorial introduces five original manuscripts from several authors who have undertaken some brilliant research, which contributes greatly to the mentoring and coaching community.

Introduction. The article aims to study mentoring in education in both theoretical and applied aspects. The conceptual and methodological analysis is focused on the problem of transforming mentoring from traditional forms to modern methods based on the active interaction of the mentor and the mentee. Мethods. The practice of mentoring is examined using as an example an innovative educational project “teacher – teacher” developed and implemented by Naberezhnye Chelny State Pedagogical University, where the main emphasis is on developing in young teachers the universal competencies they lack. Results. The innovative nature of the developed and practiced model lies in its content and structure built within successive four stages: 1) identification of deficits in the development of universal competencies among young teachers; 2) training them in accordance with additional professional development programs; 3) post-course support for the development of universal competencies of teachers; 4) final assessment of the mastery of the acquired universal competencies of teachers. This work is not limited to national boundaries and becomes the subject of international interaction. Naberezhnye Chelny State Pedagogical University actively cooperates with universities and educational authorities of Turkmenistan. Conclusion. The article reveals the content of the project and the possibilities of its implementation in the educational system of this country.

Background and purpose: Changes in medicine and medical education has yield to employment of new teaching methods and a shift to more student centered strategies in education. E-learning is one of these methods that can be used with greater flexibility and has the potential to enhance medical education. For our universities, using e-learning strategies in current curricula and continuous education is an inevitable issue and universities have begun their way in this era.<br />Methods: we reviewed the websites of 9 type 1 Iranian universities of medical sciences including Ahvaz (http://ajums.ac.ir),Iran(http://www.iums.ac.ir),Isfahan(http://www.mui.ac.ir),Kerman(http:/<br />/www.kmu.ac.ir),Mashad(http://www.mums.ac.ir)ShahidBeheshti (http://www.sbmu.ac.ir), Shiraz (http://www.sums.ac.ir), Tabriz (http://www.tbzmed.ac.ir) and Tehran (http://www.tums.ac.ir)<br />universities of medical sciences.<br />We tried to access these sites twice per week for two weeks. Two of the authors performed the search within these sites separately as follows: the homepages’ main menus were reviewed to find links to any kind of e-learning activity. This was done for the homepages of vice-chancellors of education too.<br />Then if the site had a search option, the keywords of “e-learning”, “blended learning” and “electronic learning” were searched both in English and Persian. Then existing e-learning activities were assessed according to formal site utilization, providing interactive content, registration option for students and faculties and tracking option for students’ activities. The results of two authors were compared to reach a consensus.<br />Results: Among these 8 universities, there was just one straight link to distance learning office in Shiraz University of Medical Sciences’ website and a link to online continuous medical education in Tehran University of Medical Sciences’ website. Others had no link for an office or a kind of<br />e-learning activity in their homepages.<br />Conclusion: We concluded from our search of Iranian medical universities that our universities have a long way toward deployment of effective e-learning in medical education and it seems that current efforts are performed individually, not as an organized activity. For establishment of successful e-learning systems, universities should pay more attention to this area, provide facilities and encourage qualitative implementation of e-learning in medical education.<br />Key words: E-LEARNING

Practicum in early childhood teacher education is widely acknowledged as essential, with kindergarten-based mentor teachers playing a key role in student teachers’ professional development. Despite their importance, research on early childhood education mentor teachers remains limited to date. This mixed methods study explores how mentor teachers perceive their role, including motivations and challenges. It combines survey data with qualitative interviews with Norwegian mentor teachers. Findings indicate that mentor teachers are highly motivated, view mentoring as a professional responsibility, and find collaboration with student teachers and teacher education programmes rewarding. However, several challenges are identified, particularly competing roles and responsibilities, academic pressure, and the organisation and demands of the practicum. The results offer insights to strengthen mentor teachers’ role, enhance partnerships between higher education institutions and the practice field, and support mentor teachers in providing student teachers with a realistic understanding of the early childhood profession.

The necessity of continuous economic education of future professionals is caused by importance of forming correct understanding of the economic reality, of comprehension of economic basic laws, of understanding of global and national tendencies in economic development; the growing role of continuous economic education as a major factor of formation and development of a postindustrial society is shown; the reasons and circumstances of the active reference of the domestic pedagogical science and practice to problems of economic education are emphasized; the factors influencing development of continuous economic education are established in the article. Continuous economic education is considered as a part of continuous education promoting the formation of a competitive expert in conditions of market economy, demanded on labour market and directed on formation of economic competencies depending on the type of preparation (economic and not economic) at different educational levels according to models of the graduate and the teacher and realized by means of economic training and economic education.

This article explores the role of School Management Teams (SMTs) in mentoring newly appointed teachers within a secondary school in the Chris Hani East District, South Africa. With a large portion of South Africa’s teaching workforce approaching retirement, the successful induction and retention of novice teachers has become a national imperative. The study adopted a qualitative research approach using a phenomenological design to explore the lived experiences of SMT members and newly appointed teachers. Data was collected through semi-structured interviews with a purposive sample comprising the principal, one Head of Department, and four newly appointed teachers. Thematic analysis was employed to identify key trends in mentorship practices. Findings reveal that although SMTs are willing to support newly appointed teachers, their efforts are hindered by a lack of time, training, and resources. Informal mentoring structures dominate, often leading to inconsistent outcomes. The study is underpinned by Organisational Socialisation Theory, which frames mentorship as a structured process essential for effective role adjustment. The article recommends the formalisation of mentoring programmes, capacity building for SMTs, and clear policy guidelines from the Department of Basic Education. These measures are vital for improving teacher retention and ensuring quality education in under-resourced South African schools. Keywords: School Management Teams, Teacher Mentoring, Newly Appointed Teachers, Organisational Socialisation Theory, Rural Education, Teacher Induction

[Purpose] The purpose of this study is to derive practical policy implications for ‘A Study on the Development of Teacher Training System of the Ministry of Education in 2021’ by systematically synthesizing and analyzing articles related to the pre-service teacher practicum system in the U.S. [Methods]In this study, a Systematic Literature Review was conducted on academic papers in the context of the United States published in the Web of Science, and a total of 13 studies were selected and analyzed as final analysis target literature. [Results] First, the teacher practicum system in the United States broadly reflected the regional context and multicultural needs. Second, three agents of practicum, university professors (teacher educators or methodology instructors), in-service teachers (cooperative teachers or mentor teachers), and pre-service teachers, were participating in the planning and managing of the practicum system based on cooperation. Third, attempts to verify the research-based practicum system were actively being made. [Conclusion] First, various discussions for multicultural education need to be made by actively encouraging cooperative teaching-learning activities with bilingual instructors and domestic teacher practicum for overseas pre-service teachers. Second, it is necessary to provide an institutional basis for pre-service teachers, university professors, and in-service teachers to cooperate in various forms so that pre-service teachers can comprehensively participate in educational activities as members of the educational community. Third, it will be necessary to actively encourage the pilot operation of various experimental practicum systems for the purpose of granting autonomy to the practicum system plan and verifying themselves.

Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.

Mentoring has long been heralded as a method of training and socializing the next generation of professional counselors and counselor educators. Yet, there appears to be a disparity between the promotion and the practice of mentoring in counselor education. The authors attempted to reconcile this disparity by suggesting a set of strategies that mentors and apprentices may use as they establish and maintain successful mentoring relationships. Implications for counselors and counselor educators are discussed.

The paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform to the dynamic trends in education and organizational management. The conceptual modification of teacher mentoring manifests itself in the development of comprehensive and sustained formal induction programs based on the theories of educational leadership, adult learning, social interaction and collaborative learning. Quality induction programs are context-based and involve multiple stakeholders (schools, school districts, local educational organizations and agencies, partner universities, state departments of education etc). Diverse forms of mentoring (one-to-one, peer, group, reciprocal, online and needs-driven mentoring, etc.) are extensively combined with other induction components offered to beginning teachers and mentors during the whole induction period. The induction components include: summer courses, orientation sessions, workshops, seminars, webinars, conferences, interviews, informal meetings and celebrations, district-based mentor training programs etc. The quantitative data obtained through the analysis of the U.S. national surveys and research reports provides ground for highlighting those mentoring and induction programs which have significantly decreased turnover rates among new teachers, contributed to their professional development and improved academic achievement in public schools by providing students with quality instruction.

This study deals with novice teachers’ mentors’ conceptions of mentoring prior to their mentoring training. In Israel, all novice teachers have to be supported and assessed by a mentor during their first year of teaching. The aim of this study was to elicit from prospective mentors their own conception of professional mentoring, as a basis for developing mentor training courses. We administered a questionnaire to 170 experienced teachers who had just started taking mentor courses in Israel. The open-ended questions therein included five category components: the mentor’s spheres of responsibility; content addressed in mentoring work; qualities required in mentors; professional skills required for mentoring; and indicators of successful mentoring. The findings mapped perceptions of the role of mentors but also revealed missing elements. The concluding discussion of the findings provides insight into the planning of training programs for mentors of novice teachers, thereby optimizing the training process and the professional abilities of their graduates.

Purpose In this research paper, I create and test a model of peer mentoring at a Canadian faculty of education that created spaces for candidates to pursue topics of interest through inquiry in communities of practice (CoPs). The study offers insight into how teacher candidates’ conceptualization of mentoring changed as they participated in the model under study. Design/methodology/approach First-year teacher candidates (n = 18) participated in voluntary CoPs over eight months. In addition to audio recordings of the CoPs, the data draws from two rounds of interviews and notes from a researcher journal. The analysis examined candidates’ practices by looking at how they performed mentorship and how they recognized mentorship. Findings The findings demonstrate how candidates’ understanding of mentoring changed throughout the eight months. While candidates used criteria such as quantity of experience to identify potential mentors in the initial phase, continued participation in the CoPs eventually resulted in candidates identifying each other as mentors. Nevertheless, candidates still struggled to recognize themselves as mentors. Originality/value Although previous models of peer mentoring in initial teacher education have shown potential for teacher candidates to try out new roles and identities, the findings from this study are unique because they demonstrate how an informal mentoring practice can emerge between candidates at the same stage in their studies.

Effect of a Primary Care Continuing Education Program on Clinical Practice of Chronic Obstructive Pulmonary Disease: Translating Theory Into Practice