Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability
Abstract
This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a school
mentoring culture in a system that had lacked mentoring practices and is embarking on an ambitious curricular reform were identified. The study revealed that individual, collegial and institutional dimensions are critical in attempting to introduce the mentoring culture. The study concluded that mentoring is a mixed concept and is viewed as hierarchical but is,
nevertheless, an important professional development tool for teachers who are facing the pressure of the reform. This formalized way, known as “Balkanization†culture, marks a critical step towards developing a collaborative school culture as the desired end point.
Downloads
References
Banks, H. K. (2010). A qualitative investigation of mentor experiences in a service learning course. Educational Horizons, 89(1), 68-79.
Fischer, D., & Andel, L. (2002). Mentoring in teacher education - toward innovative school development. 27th annual conference of ATEE. Warsaw. Retrieved from http://www.mint-mentor.net/en/pdf/Papers_fischerAndel.pdf
Fletcher, S., & Strong, M. (2009). Full-release and site-based mentoring of new elementary grade teachers: an analysis of changes in student achievement. New Educator, 5, 329-341.
Galea, S. (2012). Reflecting reflective practice. Educational Philosophy and Theory, 44(3), 245-258.
Hargreaves, A., & Fullan, M. (2000). Mentoring in the new millennium. Theory into Practice, 39(1), 50-56.
Harrison, J., Dymoke, S., & Pell, T. (2006). Mentoring beginning teachers in secondary schools: an analysis of practice. Teaching and Teacher Education, 22, 1055-1067.
Harrison, J., Lawson, T., & Wortley, A. (2005). Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings. European Journal of Teacher Education, 28(3), 267-292.
Hergreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.
Hudson, P. (2010). Mentors report on their own mentoring practices. Australian Journal of Teacher Education, 35(7), 30-42.
Jewell, M. (2007). What does mentoring mean to experienced teachers? A phenomenological interview study. Teacher Educator, 42, 289-303.
Mathur, S. R., Gehrke, R., & Hee Kim, S. (2012). Impact of teacher mentorship program on mentors’ and mentees’ perception of classroom practices and the mentoring experience. Assessment for Effective Intervention, 38(3), 154-162.
McCrary, E. N., & Mazur, M. J. (2010). Conceptualizing a narrative simulation to promote dialogic reflection: using a multiple outcome design to engage teacher mentors. Educational Technology Research & Development, 58, 325-342.
Musanti, S. I. (2004). Balancing mentoring and collaboration. Curriculum and Teaching Dialogue, 6(1), 13-23.
Semeniuk, A., & Worrall, M. A. (2000). Rereading the dominant narrative of mentoring. Curriculum Inquiry, 30(4), 405-428.
Stanulis, R., & Floden, R. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60, 112-122.
Sundli, L. (2007). Mentoring - a new mantra for education? Teaching and Teacher Education, 23, 201-214.
Wildman, T. M., Magliaro, S. G., Niles, R. A., & Niles, J. A. (1992). Teacher Mentoring: an analysis of roles, activities, and conditions. Journal of Teacher Education, 43(3), 205-213.
Woosley, T., & Tiarks, C. (2003). Induction programs, when integrated with mentoring are advantageous. American Secondary Education, 28(3), 3-12.
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.
