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  1. 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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  2. 1 Ιαν 2007 · This study aimed to find out mentees' needs from a mentoring program, mentor characteristics that are considered desirable by mentees, and to develop the mentoring toolkit.

  3. 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.

  4. 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.

  5. 10 Μαρ 2020 · This paper discusses the concepts and practices of coaching and mentoring. The Coaching and. mentoring concepts are rapid ly building their research bases in different sectors, mainly in...

  6. MENTORING DEFINED. A mentor is an individual with expertise who can help develop the career of a mentee. A mentor o en has two primary functions for the mentee. The career-related function establishes the mentor as a coach who provides advice to enhance the mentee’s professional performance and development.

  7. Mentor The mentor’s role is to share experience, insights and feedback that will guide the mentor in the achievement of his or her learning objectives. Listening plays an important part in the mentoring role – listening to understand the mentee’s goals and to uncover key learning opportunities that support those goals.