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17 Απρ 2021 · This paper identifies the core conceptual differences between traditional and critical theories of undergraduate peer mentorship and advances a grounded, critical framework for undergraduate...
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Traditional mentoring begins with the assumption that the school, as the site of student learning and growth, is either value-neutral or yields unilaterally positive impacts on students. In traditional approaches, the school is understood as little more than a container in which a generalized process of development is carried out.
In this chapter, we have presented research findings relating to the impacts of effective mentoring training, education and development (MTED), the nature and features of effective MTED, and factors that enhance and impede MTED provision.
1 Ιαν 2007 · Mentoring is a learning process where helpful, personal, and reciprocal relationships are built while focusing on achievement, and providing emotional support.
This essay is an attempt to address this gap. It will begin with an overview of four primary frameworks of traditional undergraduate peer mentoring programs, which are broadly based on ...
view data analysis focused on how pre-and-in-service EFL teachers defined teacher mentoring. The responses given by the teachers in the survey were grouped under three themes: (1) Mentoring as assisting EFL teachers, (2) Mentoring as problem-solvin. Table 1: Pre- and in-service EFL teachers’ definitions of mentoring.
17 Απρ 2021 · This paper identifies the core conceptual differences between traditional and critical theories of undergraduate peer mentorship and advances a grounded, critical framework for undergraduate peer mentoring.
