Mentoring - Research and Theory
In the context of education, mentoring is frequently used to describe a combination of coaching, counselling and assessment where a classroom teacher in a school is tasked with the responsibility for assisting a trainee or early career teacher in their professional development. In this section the role of the mentor is defined within the context of the Exeter Model and reviewed and examined against existing European models.
The main goal of PROMENTORS is to improve the quality of teacher training in Israel through an efficient and sustainable mentoring system based on best EU practices with their mentees. It is an Erasmus+ three years project that aims to expand the successful MIT models (Multiplayer Induction Team) that was developed in the now concluded PROTEACH ERASMUS+ project . The MIT models will serve as a basis for a new model of training for mentors that is carried out by teacher-training academic colleges in Israel. In the new models there will be training courses for in-service teachers and courses on different levels (BEd. and MEd.) that will run pilot programs that enlarge the scope of the MITs in schools. PROMENTORS facilitates the collaboration of mentors, new teachers, pedagogical guides, and the school staff, in the process of professional development of mentors.
To reach these goals the program reviews and examines existing European models, including those of the University of Exeter, in order to learn from their good practices and enrich the models that will be developed in Israel.
Further information can be found at https://promentors.org.il/.
Disclaimer: The European Commission‘ support for the production of this presentation does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.