Abstract
International documents and specific research confirm an ongoing change in the ‘forms’ of mentoring: from that of exclusive guidance (from the expert to the inexperienced) to the network mentoring (carried out by several organizational actors). These trends prompt investigations on network mentoring in Italy, starting from the local expercience of inveastigation at the University of Bari. The study involved an ‘ad hoc’ questionnaire for 77 former trainees in the qualifying course and aimed at getting to know their ‘enduring perceptions’ about the mentoring experience and the role of mentor as networker in the school context.
The analysis showed that although the former trainees have a clear understanding of the role of networker carried out by the mentors, networking activities and skills do not, however, seem to have characterized the internship experience. The request for a better preparation of each mentor and a plurality of references, from which the trainees can draw inspiration for their future practice, are also made explicit.
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Notes
- 1.
As mentioned above, the OECD describes types of mentoring in which a one-to-one relationship is prevalent, linked to the in-service training phase, but forms of mentoring that involve multiple relationships are beginning to become more and more numerous: a. a mentee/several mentors or more mentees from the same educational institution; b. more mentee/more mentors also from different school institutions, linked by specific conventions (i.e., networking)—where more expert teachers offer mentoring service to one or more novices, often in specific areas of professionalism—Sweden, Austria. These ‘multiple’ forms of mentoring are mainly organized in the transition phase that goes from the end of induction to the beginning of real professional development (Heikkinen, Jokinen, Tynjala, 2012; OECD, 2020, Box II 4.2).
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Perla, L., Agrati, L.S., Amati, I. (2021). What Remains of Mentor. Investigation on the Former Trainees Involved in Mentoring Program at the University of Bari, Italy. In: Mena, J., Clarke, A. (eds) Teacher Induction and Mentoring. Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-79833-8_10
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