Teacher Mentoring

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Teacher Mentoring


In this paper, we have studied the concept of mentoring and its relation with different groups and people. In addition, we have thoroughly studied two books and various studies in this regard to understand the concept in-depth. Further, we have also discussed the concept of mentoring in the workplace with employees of different background and cultures.

Table of Contents




Coaching and Mentoring Projects in Institutional Management4

The Specific Coordination of Projects4

Cross-Generational Workplaces5



Teacher Mentoring


The concept of “Mentoring” has developed into a very popular theme in the past few years. Among the numerous books, which have been written on the subject of mentoring, this book namely, “The Adaptive School: A Sourcebook for Developing Collaborative Groups” is by far among the most influential and powerful books. Robert J Garmston, i.e. the author of this book has devoted a part of his life in assisting different firms in developing effective programs for mentoring. In this book, he has used her experiences that accounts for over twenty years of developing the practices of mentoring, and has presented her findings in a highly approachable form, which has provided a number of useful thoughts to the people who are involved in the profession of mentoring in any way (Garmston et al. 1999).

Another book in this area of study, “Generations at work”, by Ron Zemke is a major contribution towards the understanding of teacher mentoring. “Generations at Work” clearly outlined the characteristics of different groups and explained seminal events and cultural icons, which shaped the attitudes and values of these groups. The book has also provided practical methods and solutions to avoid the most frequent mistakes of management of cross-generational workplace. If anyone wants to manage an organization that has different methods of working, different languages and thinking, this book is an ideal presentation to explain the gulf, which separates the generations and offers insightful solutions to create workplace harmony.


The chapter, “Two ways of talking that make a difference for student learning” indicates that, even in high-quality programs, it is virtually impossible to provide all knowledge and skills necessary for new mentors to be completely successful in their teaching setting. Given the various contexts new teachers experience when they enter the teaching profession, it is hard to completely prepare them within a teacher education program. There is, however, a responsibility to provide a systematic, coherent approach to teacher education, with multiple opportunities for prospective teachers to practice teaching in multiple contexts (Wenger 1999).

Several authors have argued for a seamless continuum stretching from pre-service teacher preparation through induction to continued professional development, stating that the induction period has the potential to bring two worlds, the university and schools, together into a true partnership. If teacher education is viewed as a continuum of teacher development, pre-service teacher preparation is only one phase of that process as teachers continue to grow throughout their professional career. A continuum of teacher development provides potential for a shared responsibility between the university and schools to support the professional growth of teachers during their ...
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