The concept of the functionality of mentoring from the perspectives of school counselors in primary education (Master thesis)

Βέργου, Βασιλική


The mentoring programmes for newly appointed in School education teachers, consist a top strategy for both the working and personal reinforcement of the latter, resulting thus in the improvement of the offered educational level. The main central focus is the reinforcement of the educators teaching ability, their correspondence and sensitivity to complicated issues of the school reality as well as the acquisition of the appropriate mechanisms for critical reflection on their teaching functionality. In Greece mentoring is mainly practiced by School Counselors. Nevertheless, bibliographical research suggests that there is a significant gap both in the functionality of the School Counselors as Mentors and their perception of their role as such. Hence, the present essay attempts to contribute in the discussion of the above issue and that is the reason its main aim is underlying the perception of the mentoring’s functionality from the part of the Primary School Education Counselors to the degree this implies the dynamic of the developing interactive balances in the frame of mentoring. The main findings/conclusions of this survey are as follows: The identification of the existence of a legislative gap regarding the clarity of the role of school counselors as mentors. The high degree of significance the Counselors attribute in their further education as Mentors. The strong belief of the latter that mentoring programmes should address -under appropriate conditions- the entire teaching community and not only the newly appointed in school education teachers. Also the positive attitude of the counselors to become themselves the trainers of new mentors. Finally, the primacy they put to the process of critical reflection of their teaching practice and methods, as a central benefit for themselves from their involvement in a mentoring relationship.
Alternative title / Subtitle: θεωρητική και εμπειρική προσέγγιση
a theoretical and empirical approach
Institution and School/Department of submitter: Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Σχολικοί σύμβουλοι
Μεντορική στην εκπαίδευση
Keywords: Μentoring,Σχολικοί σύμβουλοι,Αναστοχασμός,Σχέση διάδρασης,School counselors,Critical reflection,Interaction relationship
URI: http://olympias.lib.uoi.gr/jspui/handle/123456789/28076
Appears in Collections:Διατριβές Μεταπτυχιακής Έρευνας (Masters)




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