Introducing teacher mentoring in Kosovo schools - potential and challenges for sustainability.

Autor/inn/en	Vula, Eda; Berisha, Fatlume; Saqipi, Blerim
Titel	Introducing teacher mentoring in Kosovo schools - potential and challenges for sustainability. Paralleltitel: Uvajanje uciteljevega mentoriranja v kosovskih solah - moznosti in izzivi za trajnost.
Quelle	In: CEPS journal, 5 (2015) 4, S. 109-124Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-116306
Schlagwörter	Empirische Untersuchung; Interview; Schulreform; Schulsystem; Lehrer; Lehrerfortbildung; Kollegiale Beratung; Mentoring; Mentorprogramm; Curriculum; Kompetenzentwicklung; Kooperation; Kosovo
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/2