THE ROLE OF MENTORS

The Development of the Role of Mentors in Supporting Children and Young People



Table of Content

Abstract2

Introduction3

Discussion And Analysis3

Definition4

The Role Of Mentoring5

Some Concepts Of Mentoring5

Mentoring:5

The Objectives Mentoring the children and young people6

Highlighted Overview7

The Problems of the Evaluation of Mentoring In Education9

Overcoming The Problem10

Formal Mentoring and Informal Mentoring10

Mentoring and Teaching Function for children12

Characteristics Related To The learning Mentors12

Mentoring And Professional Development13

Incentives And Support Measures13

Evaluation14

Conclusion15

References16

Abstract

The paper discusses about the role of mentoring for children and their effect on the young people. This synthesis of literature was conducted in order to report on the impact of mentoring in educational settings, specifically, mentoring for teachers in early career academics and conditions of implementation of a program. The main findings from this synthesis indicate that the issue of informal mentoring in relation to formal mentoring remains without a definitive answer about the superiority of one form to another. Moreover, despite differences of views in the literature, it appears that mentoring plays a positive role in the professional development of new teachers for all their support scholarship component functions, including the teaching function. Finally, experiments in various institutions allow us to examine the modalities of implementation and operation as well as to offer a mentoring model in three stages.

The Development of the Role of Mentors in Supporting Children and Young People

Introduction

The professional development of university teachers often results from informal learning activities. They develop their teaching skills, among others, in the very act of teaching, talking with colleagues or with their students, and by personal reading. Meanwhile, many teachers engage in more formal learning activities such as conferences, individual consultations, educational workshops (Knight, Tait & Yorke, 2006). These activities are generally offered by their centers of University Teaching (CUT) like the Centre for Studies and Training in Higher Education (CEFES) accompanying teachers from the University of Montreal, educational level, at throughout their careers (Megginson, 1994, pp 34-67).

Discussion And Analysis

It is important to highlight the impact of mentoring in educational settings, specifically; mentoring for teachers in early career academics and document conditions implemented a program. As reported (Lyons, 2000, 443 452), the literature on mentoring is vast in terms of content, ranging from scientific papers to procedural guides, and extending over several centuries as evidenced by the literature review conducted by Knight, (2006) covering the period 1996- 2006.

Historically, mentoring is found primarily in business and the business community before implementing in Education, informally or formally, for students or teachers. Knight (2006), suggests that the skills developed through mentoring and ways to make would be to some extent generic and context-free. Mentoring would play, in Education, a role similar to the one he plays in other workplaces. According DuBois , (2002, 157-197), research suggests that generally speaking, mentoring can positively affect job satisfaction and career success. Compared with those who do not benefit from a mentor, mentees receive more promotions, earn more and be more satisfied with their work. Mentoring is thus an avenue to improve the quality of life in an organization ...