期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2015
卷号：5
期号：4
页码：109-124
出版社：University of Ljubljana
摘要：This study examined the lessons learned from the introduction of a teachermentoring culture within a teacher professional development programin selected pilot schools in Kosovo. Four mentor teachers and four menteefocus groups were involved in the open interviews, and their portfolioswere examined. The important themes in terms of developing a schoolmentoring culture in a system that had lacked mentoring practices and isembarking on an ambitious curricular reform were identified. The studyrevealed that individual, collegial and institutional dimensions are criticalin attempting to introduce the mentoring culture. The study concludedthat mentoring is a mixed concept and is viewed as hierarchical but is,nevertheless, an important professional development tool for teacherswho are facing the pressure of the reform. This formalized way, knownas “Balkanization” culture, marks a critical step towards developing a collaborativeschool culture as the desired end point
