The Role of the Mentor in the First Year of Teaching

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dc.contributor.authorKadyrova, Samal
dc.date.accessioned2017-06-28T05:50:55Z
dc.date.available2017-06-28T05:50:55Z
dc.date.issued2017
dc.description.abstractThis article explores the effectiveness of mentorship relationships in addressing first year teachers’ challenges at the beginning of their career at one of the Kazakhstani private schools. The study examines the concept of mentoring, the challenges beginning teachers face, the benefits of them, and the experiences of mentorship relationships worldwide and on the territory of Kazakhstan. One-on-one interview has been chosen as the most appropriate research strategy because it helped the researcher to develop a detailed understanding of the mentorship relationship experiences within the mentoring program at school. The results of this study have shown that all participants experience various difficulties in the inaugural period of their career. Even though the existing mentoring programs are the way to enhancement; they have definitely a positive effect on first-year teachers’ professional development.ru_RU
dc.identifier.citationKadyrova, S. (2017). The role of the mentor in the first year of teaching. NUGSE Research in Education, 2(1), 27-35. Retrieved from nugserie.nu.edu.kzru_RU
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/2413
dc.language.isoenru_RU
dc.publisherNUGSE Research in Education, 2(1)ru_RU
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectFirst-year teachersru_RU
dc.subjectmentorshipru_RU
dc.subjectteacher relationshipsru_RU
dc.subjectprofessional developmentru_RU
dc.titleThe Role of the Mentor in the First Year of Teachingru_RU
dc.typeArticleru_RU

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