Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability

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 examin...

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Autores principales:	Eda Vula, Fatlume Berisha, Blerim Saqipi
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2015
Materias:	mentoring relationship kosovo mentor mentee Education (General) L7-991
Acceso en línea:	https://doaj.org/article/24caf1d1e53d481bbbf37942644fb480
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id	oai:doaj.org-article:24caf1d1e53d481bbbf37942644fb480
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spelling	oai:doaj.org-article:24caf1d1e53d481bbbf37942644fb4802021-11-22T15:34:36ZIntroducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability1855-97192232-2647https://doaj.org/article/24caf1d1e53d481bbbf37942644fb4802015-12-01T00:00:00Zhttps://ojs.cepsj.si/index.php/cepsj/article/view/119https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647This 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. Eda VulaFatlume BerishaBlerim SaqipiUniversity of LjubljanaarticlementoringrelationshipkosovomentormenteeEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 5, Iss 4 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	mentoring relationship kosovo mentor mentee Education (General) L7-991
spellingShingle	mentoring relationship kosovo mentor mentee Education (General) L7-991 Eda Vula Fatlume Berisha Blerim Saqipi Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability
description	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.
format	article
author	Eda Vula Fatlume Berisha Blerim Saqipi
author_facet	Eda Vula Fatlume Berisha Blerim Saqipi
author_sort	Eda Vula
title	Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability
title_short	Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability
title_full	Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability
title_fullStr	Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability
title_full_unstemmed	Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability
title_sort	introducing teacher mentoring in kosovo schools – potential and challenges for sustainability
publisher	University of Ljubljana
publishDate	2015
url	https://doaj.org/article/24caf1d1e53d481bbbf37942644fb480
work_keys_str_mv	AT edavula introducingteachermentoringinkosovoschoolspotentialandchallengesforsustainability AT fatlumeberisha introducingteachermentoringinkosovoschoolspotentialandchallengesforsustainability AT blerimsaqipi introducingteachermentoringinkosovoschoolspotentialandchallengesforsustainability
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Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability

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