top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 02 February 2019

Investigation of Special Education Educators’ Views on the Necessity to Apply the Institution of Mentor in Special Education and Training Schools

Iosif Fragkoulis, Marios K. Dimakis

Hellenic Open University, Integrated Special Vocational Middle-High School, Greece

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.02.01.41

​

​

Abstract

This paper explores the views of special education teachers on the necessity of introducing the institution of the mentor into the educational act. In particular, the knowledge, skills, and qualifications required by the mentor candidate for the more efficient functioning of the mentoring process are explored. The sample of the survey consisted of 143 special education teachers from the Region of Western Greece, while the data were collected through a questionnaire. The statistical analysis of the questionnaire data was performed using the statistical software SPSS Procedure 24. The survey results show that teachers recognize the importance of mentoring for their educational work and highly express their demand to imports the institution in schools. They find it particularly important that the mentor should have knowledge of pedagogy, psychology and teaching methodology, in order to effectively exercise his role. Finally, factors such as the teaching experience and possession of relevant expertise the development of a cooperative framework and the modification of the curriculum, on behalf of the mentor guarantee a proper guidance process in the school unit.

References

  1. Abell, S. K., Dillon, D. R., Hopkins, C. J., McInerney, W. D., & O’Brien, D. G. (1995). Somebody to count on: mentor/intern relationships in a beginning teacher internship program. (2), 173–188.

  2. Ambrosetti, A., & Dekkers, J. (2010). The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships. Australian Journal of Teacher Education, 35(6).

  3. Amos, B. A. (2005). Defining the mentoring relationship of beginning special education teachers. (4), 14-19.

  4. Andrews, I. (). . In M. F. Wideen (Ed.), (pp. -). : .

  5. Antoniou, A-S., Anagnostopoulou, Th., & Gaki, A. (2010). The Occupational Exhaustion of Teachers in Special Needs Education. In A-S. Antoniou (Ed.), Stress: Personal Development and Prosperity (pp 137-200). Athens: Papazisis.

  6. Asia Pacific Economic Cooperation.(1997). Washington: U.S. Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED415194.pdf

  7. Aspfors, J., & Bondas, T. (2013). Caring about caring: newly qualified teachers' experiences of their relationships within the school community. (3), 243–259.

  8. Athanases, S. Z., Abrams, J., Jack, G., Johnson, V., Kwock, S., McCurdy, J., Riley, S., & Totaro, S. (2008). Curriculum for mentor development: Problems and promise in the work of new teacher induction leaders. (6), 743-770.

  9. Babione, C., & Shea, C. (2005). Special education mentoring within the context of rural schools. , (2), 3.

  10. Bagakis, G., Tsigou, P., & Skorda, N., (2017). The Mentor Program of the Hellenic American Educational Institution and the Greek Framework. In: G. Bagakis & P. ​​Tsingou (Eds.), (pp. 47-72). Athens: Gregory Publications.

  11. Bartlett & D. Roebuck (Eds.), Educating: Weaving research into practice (Vol. 2, pp. 260-269). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.

  12. , J., & Niday, D. (2003). Mentoring Across Boundaries: Helping Beginning Teachers Succeed in Challenging Situations. Portland, ME: Stenhouse Publishers. Retrieved from http://webb.nmu.edu/Webb/ArchivedHTML/UPCED/mentoring/docs/boundaries.pdf

  13. Billingsley, B. (2004). Promoting teacher quality and retention in special education. (5), 370–376.

  14. Billingsley, B., Carlson, E., & Klein, S. (2004a). The working conditions and induction support of early career special educators. (3), 333-347.

  15. Bubb, S., & Early, P. (2017). . Bagakis & P. Tsigou (Eds.), (pp. 13-27). Athens: Grigoris Publishing.

  16. Cohen, L., Manion, L., & Morrison, K. (2008). Athens: Metaixmio Publishing.

  17. Creswell, J. (2011). (Translation N. Kouvarakos). Peristeri Attikis: publishing group "ION." (original edition 2008). Tzorbatzoudis, Ch. (Ed.) (2011).

  18. Day, C. (2003).(Translation A. Vakaki). Athens: Tipothito Publishing.

  19. Dedrick, C., & Raschke, D. (1990). . Washington, DC: National Education Association.

  20. Dempsey, I., Arthur-Kelly, M., & Carty, B. (2009). Mentor­ing early career special education teacher. (3), 294-305.

  21. Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26, 1219-1223. Retrieved from http://norssiope.fi/norssiope/mentoring/aineistot/pdf_materials/devos_new_teachers_mentoring_discursive.pdf

  22. Ewing, R., & Manuel, J. (2005). Retaining early career teachers in the profession: New teacher narratives. (1), 1-16.

  23. Gagen, L., & Bowie, S. (2005). Effective mentoring: A case for training mentors for novice teachers. , 76, 40-56.

  24. Gschwend, L., & Moir, E. (2007). Growing together. (4), 20-4.

  25. Hanson, S., & Moir, E. (2008). Beyond mentoring: Influencing the professional practice and careers of experienced teachers. (6), 453-458.

  26. Heider, K. L. (2005). Teacher isolation: How mentoring programs can help. 8(14).

  27. Hobson, Α., Ashby, P., Malderez, A., & Tomlinson P. (2009). Mentoring beginning teachers: What we know and what we don’t. 207–216.

  28. Lee, J. C., & Feng, S. (2007). Mentoring support and the professional development of beginning teachers: a Chinese perspective. (3), 243–263.

  29. Martschinke, H., Waugh, C., Beamish, W., & Davies, M. (2004). Layering the reflective process: An approach used to induct new staff into Griffith’s practicum model for special education. In B.

  30. Olivier, M. A. J. & Williams, E. E. (2005). Τeaching the Mentally Handicapped Child: Challenges Teachers Are Facing. (2), 19-31.

  31. Roehrig, A. D., Bohn, C. M., Turner, J. E., & Pressley, M. (2008). Mentoring beginning primary teachers for exemplary teaching practices. , 684–702.

  32. Simpson, T., Hastings, W., & Hill, B. (2007). ‘‘I knew that she was watching me’’: the professional benefits of mentoring. (5), 481–498.

  33. Stanulis, R. N., & Floden, R. E. (2009). Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction. , (2), 112 – 122.

  34. Strong, M., & Baron, W. (2004). An analysis of mentoring conversations with beginning teachers: suggestions and responses. , 47 – 57.

  35. Valasse, D. (2015). Guide to Educational Counseling - Mentoring. Athens: IME GSEVEE

  36. Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. , (638), 41-58.

  37. Zoniou - Sideri, Α. (1998). The disabled people and their education (2nd ed). Athens: Greek Letters.

bottom of page