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Mentoring and teachers’ professional development in Albania
Author(s) -
Gjedia Robert,
Gardinier Meg P.
Publication year - 2018
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12258
Subject(s) - professional development , context (archaeology) , faculty development , pedagogy , political science , psychology , public relations , medical education , medicine , paleontology , biology
The role of teachers is becoming increasingly important in advancing student learning outcomes. This article discusses one area that is still in need of significant reform in Albania: the induction and mentoring of new teacher‐candidates. Based on a mixed‐method study involving 275 Albanian teachers and mentors, it provides insights into the benefits and challenges of current practices. The study identifies a number of key areas in need of improvement, including: the selection of mentors; professional training for mentors; communication among different stakeholders; and overall planning and coordination of mentoring services. These issues are discussed within a wider European policy context that situates mentoring as an important component of teachers’ ongoing professional development.