Literaturnachweis - Detailanzeige
Autor/inn/en | Aderibigbe, Semiyu Adejare; Holland, Eimear; Marusic, Iris; Shanks, Rachel |
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Titel | A Comparative Study of Barriers to Mentoring Student and New Teachers |
Quelle | In: Mentoring & Tutoring: Partnership in Learning, 30 (2022) 3, S.355-376 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1361-1267 |
DOI | 10.1080/13611267.2022.2070995 |
Schlagwörter | Barriers; Mentors; Beginning Teachers; Cross Cultural Studies; Foreign Countries; Faculty Development; Interpersonal Relationship; Power Structure; Feedback (Response); Case Studies; Beginning Teacher Induction; Cooperating Teachers; Experienced Teachers; Teacher Attitudes; Licensing Examinations (Professions); Student Placement; Student Teachers; Teacher Education Programs; Elementary Secondary Education; Croatia; Ireland; United Kingdom (Scotland) Junior teacher; Junglehrer; Cultural comparison; Kulturvergleich; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerpraktikum; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kroatien; Irland |
Abstract | Mentoring is widely believed to be beneficial to mentors and mentees in the teacher education context. However, mentoring as a tool for strengthening professional knowledge is not without barriers hindering its effectiveness. This paper explores common barriers in mentoring, drawing on studies conducted in Croatia, Ireland, and Scotland which have been re-analyzed for this paper. The two studies conducted in Scotland used a mixed-methods approach, the Croatian study was conducted using a quantitative approach, while the Irish research employed a qualitative strategy. Data from the four published studies were re-analyzed and integrated using a qualitative thematic approach with three groups of themes emerging as the most common barriers to mentoring in teacher education. These groups of themes are: interests, values and motives; power, status and position; and information and communication. The study explores these themes and concludes with the implications for stakeholders, including school management, universities, and student teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |