Detalles Bibliográficos
| Publicado en: |
IATEFL ReSIG
- Teacher Research and/for the Global South
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| Autor Principal: |
Pérez Berbain, Mercedes |
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| Otros autores o Colaboradores: |
Payaslián, Lidia,
García, Belén,
Sauer Rosas, Anabella,
La Porta, Agustina |
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| Formato: | Documento de evento
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| Temas: |
Despite evidence on the benefits of mentoring with beginning teachers (Banegas, in press; Bao, 2021; Chan, 2020; Grassinger et al., 2010; Griffiths et al., 2020; Hobson et al., 2016; Lasater et al., 2021; Malderez, 2018; Mullen, 2021), little is known about the impact of mentoring on experienced teachers. Grounded in sociocultural theory (Johnson, 2006), the purpose of this study is to find out how the mentoring scheme we set up impacted the participating teachers' CPD. We explored the mentoring process from the mentees' point of view, addressed as "teachers" throughout this paper.
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| Acceso en línea: | https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.15106/ev.15106.pdf
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| Notas: | Ahead of the IATEFL 55th International Conference & Exhibition - Belfast 2022, the IATEFL Research SIG held a conference focused on "Research by Teachers and/for the Global South". This conference was held online to be as inclusive and accessible as possible, particularly for participation from the Global South. |
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