The aim of this assignment is to look at how the social context influences mentoring beginning teachers. We discuss different conditions that affect the performance of the mentoring process and look at the context and the people and analyse interaction between them.
The model We use follows the basic principles of the Theme Centred Interaction (TCI) of Ruth Cohn. Instead of the term “Globe” that is used in TCI, we will look at the context in which mentoring takes place. Then we will look at the people involved, the actors and their roles and finally, we will reflect on the interaction.
It can be suggested from this discussion that social context does attribute in a significant manner on the relationship between a mentor and his/her mentee. It would be only logical to be aware of this influence of social or outside environment and make it conducive for both the mentor and the mentee so as to nurture this relationship into a strong bond. "Trust is something that happens within people only when it is created between people." (Chip R. Bell). In the process of mentoring, relationship between the two individuals involved have to build on this trust themselves for a better outcome; therefore one has to believe in the process and its consequences. As Vivian Buchen said, "One change makes way for the next, giving us the opportunity to grow." Social growth of those involved depends on the process and in turn they help in growth of the society. “Coming together is a beginning...Keeping together is progress...Working together is a success.“
Inhaltsverzeichnis (Table of Contents)
- Introduction
- The Context
- Overall context
- Specific context
- The People
- The Mentee's contexts, roles and concerns
- The Mentor's contexts, roles and concerns
- The principal's influence
- The Interaction
- Different perspectives on the nature of mentoring
- Conclusion
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This assignment aims to systematically analyze the social influences in mentoring beginning teachers at Grammar schools. It will focus on the context within which mentoring occurs, the people involved, their roles, and the content of the interactions between mentee and mentor. The study utilizes the basic principles of the Theme Centred Interaction (TCI) model.
- The influence of social context on mentoring beginning teachers
- The roles and concerns of both mentee and mentor
- The impact of the principal's influence on the mentoring process
- The different perspectives on the nature of mentoring
- The application of the Theme Centred Interaction (TCI) model to mentoring
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction explores the complexity of mentoring as a human interaction, highlighting the individual backgrounds and sociocultural contexts of both mentor and mentee. It also discusses the concept of self-fulfilling prophecy and its relevance to the mentoring process.
Chapter 2 delves into the context of mentoring beginning teachers, examining both the overall context of the Swiss education system and the specific context of the Matura School of Lucerne. The chapter discusses the decentralised nature of Swiss education, the structure of Matura schools, and the unique features of induction and mentoring programs at the Matura School of Lucerne.
Chapter 3 focuses on the people involved in the mentoring process, exploring the contexts, roles, and concerns of both the mentee and the mentor. It discusses the challenges faced by novices entering the teaching profession, the potential for conflict due to the mentor's dual roles, and the importance of mentoring relationships for the mentee's career development.
Chapter 4 examines the interaction between mentor and mentee, presenting different perspectives on the nature of mentoring. It highlights the importance of providing support and feedback within the classroom setting and emphasizes the role of the mentor as a teacher advisor and peer observer.
Schlüsselwörter (Keywords)
The key terms and concepts explored in this work include mentoring, beginning teachers, social context, Swiss education system, Matura School, Theme Centred Interaction (TCI), roles, expectations, self-fulfilling prophecy, and the influence of the principal. The study investigates the impact of these factors on the effectiveness of mentoring relationships and the professional development of beginning teachers.
- Quote paper
- Bruno Rihs (Author), 2007, How the social context influences mentoring beginning teachers at grammar schools in Lucerne, Munich, GRIN Verlag, https://www.grin.com/document/85718
