How the social context influences mentoring beginning teachers at grammar schools in Lucerne
Nonfiction, Reference & Language, Education & Teaching
| Author: | Bruno Rihs | ISBN: | 9783638006859 |
| Publisher: | GRIN Publishing | Publication: | February 19, 2008 |
| Imprint: | GRIN Publishing | Language: | English |
| Author: | Bruno Rihs |
| ISBN: | 9783638006859 |
| Publisher: | GRIN Publishing |
| Publication: | February 19, 2008 |
| Imprint: | GRIN Publishing |
| Language: | English |
Seminar paper from the year 2007 in the subject Pedagogy - Job Education, Occupational Training, Further Education, University of Sheffield (Faculty of Organisation and Management), 24 entries in the bibliography, language: English, abstract: 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.'
Seminar paper from the year 2007 in the subject Pedagogy - Job Education, Occupational Training, Further Education, University of Sheffield (Faculty of Organisation and Management), 24 entries in the bibliography, language: English, abstract: 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.'
