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IMPACT OF MENTORING ON TEACHERS' PROFESSIONAL DEVELOPMENT: MENTEES' PERCEPTIONS

The study investigated mentees' (primary school teachers) perceptions about impact of mentoring on their professional development. The study further explored differences between male and female mentees 'perceptions about impact of mentoring on their professional development. Overall 313 mentees (Mal... Full description

Journal Title: New Horizons June 30, 2017, Vol.11(1), p.85
Main Author: Shah Syed Manzar-Abbass, Nazir Ahmed Malik, Muhammad Ajmal Khurshid and Sajad Ahmad
Format: Electronic Article Electronic Article
Language: English
Subjects:
ID: ISSN: 1992-4399
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recordid: gale_ofg485941081
title: IMPACT OF MENTORING ON TEACHERS' PROFESSIONAL DEVELOPMENT: MENTEES' PERCEPTIONS
format: Article
creator:
  • Shah Syed Manzar-Abbass, Nazir Ahmed Malik, Muhammad Ajmal Khurshid and Sajad Ahmad
subjects:
  • Teachers – Surveys
ispartof: New Horizons, June 30, 2017, Vol.11(1), p.85
description: The study investigated mentees' (primary school teachers) perceptions about impact of mentoring on their professional development. The study further explored differences between male and female mentees 'perceptions about impact of mentoring on their professional development. Overall 313 mentees (Male = 139, Female = 174) participated in the survey. The survey was based on mentoring indicators given in the Mentoring Visit Form (MVF) used by the District Teacher Educators for the assessment of mentees. Mentees perceived that mentoring was sufficiently effective in developing their skills of writing diary, assigning homework, planning and presenting lessons, and interacting with students but ineffective in improving skills of using audio-visual aids, applying strategies of activity-based teaching, assessment strategies, and classroom management. Special workshops were recommended to enhance the mentees ' skills in the identified areas. Investigation about whether mentors neglect these areas while mentoring or they are themselves weak in above mentioned areas was also recommended.
language: eng
source:
identifier: ISSN: 1992-4399
fulltext: fulltext
issn:
  • 1992-4399
  • 19924399
url: Link


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descriptionThe study investigated mentees' (primary school teachers) perceptions about impact of mentoring on their professional development. The study further explored differences between male and female mentees 'perceptions about impact of mentoring on their professional development. Overall 313 mentees (Male = 139, Female = 174) participated in the survey. The survey was based on mentoring indicators given in the Mentoring Visit Form (MVF) used by the District Teacher Educators for the assessment of mentees. Mentees perceived that mentoring was sufficiently effective in developing their skills of writing diary, assigning homework, planning and presenting lessons, and interacting with students but ineffective in improving skills of using audio-visual aids, applying strategies of activity-based teaching, assessment strategies, and classroom management. Special workshops were recommended to enhance the mentees ' skills in the identified areas. Investigation about whether mentors neglect these areas while mentoring or they are themselves weak in above mentioned areas was also recommended.
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