A comparative study of barriers to mentoring student and new teachers

Aderibigbe, Semiyu Adejare and Holland, Eimear and Marusic, Iris and Shanks, Rachel (2022) A comparative study of barriers to mentoring student and new teachers. Mentoring and tutoring: partnership in learning, 30 (3). pp. 355-376. ISSN 1361-1267 (Print), 1469-9745 (Online)

Text 2022 Aderibigbe, Holland, Marusic, Shanks.docx - Accepted Version Download (65kB)

Abstract

IN ENGLISH: 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. --------------- IN CROATIAN: U kontekstu obrazovanja učitelja mentorstvo se općenito smatra korisnim i za mentore i za učitelje početnike. Međutim, mentorstvo kao alat za jačanje profesionalnog znanja nije bez prepreka koje ometaju njegovu učinkovitost. Ovaj rad istražuje uobičajene prepreke u mentorstvu oslanjajući se na studije provedene u Hrvatskoj, Irskoj i Škotskoj. Dvije studije provedene u Škotskoj koristile su pristup mješovitih metoda, hrvatsko istraživanje provedeno je kvantitativnim pristupom, dok je irsko istraživanje koristilo kvalitativnu strategiju. Podaci iz četiri objavljena istraživanja ponovno su analizirani i integrirani korištenjem kvalitativnog tematskog pristupa s tri skupine tema koje su se pojavile kao najčešće prepreke mentorstvu u obrazovanju učitelja. Ove grupe tema su: interesi, vrijednosti i motivi, zatim moć, status i položaj te informacije i komunikacija. Studija ispituje ove teme i donosi implikacije za dionike uključujući vodstvo škola, sveučilišta i buduće nastavnike.

Item Type:	Article
Additional Information:	Language: English. - Title in Croatian: Komparativna analiza prepreka u mentoriranju budućih učitelja i učitelja početnika.
Uncontrolled Keywords:	Mentoring, barriers to mentoring, comparative analysis (mentorstvo, prepreke u mentoriranju, komparativna analiza)
Subjects:	L Education > L Education (General)
Depositing User:	Karolina
Date Deposited:	11 Jun 2022 14:40
Last Modified:	10 May 2024 07:55
URI:	http://idiprints.knjiznica.idi.hr/id/eprint/1018

Actions (login required)

View Item