Outcomes
Results of the MINT project are published in:
Dietlind Fischer, Lydia van Andel, Tim Cain,
Brigita Žarkovič-Adlešič, Jaap van Lakerveld:
Improving School-based Mentoring. A Handbook for Mentor Trainers. Muenster/New York, Waxmann 2008.
ISBN 978-3-8309-1992-6
24,90 Euro
Available through www.waxmann.com
Download flyer and order form please click here.
Parts of the results are accessible on this site -
see Views & Facts.
In recent years, the potential of mentoring in education has become increasingly recognised. What was once seen as a means for teachers to support trainee teachers has now become a major means for teacher development more generally. In the last fifteen years many books have been written which aim to assist mentors in their mentoring roles (e.g. Arthur et al., 1997; Brooks & Sikes, 1997; Fish, 1995; Fletcher, 2000; Furlong & Maynard, 1995; Grenfell, 1998; Maynard, 1997; Stephens, 1996; Tomlinson, 1995; Wilkin et al., 1997). However, there are very few materials which support the training of mentors; despite the plethora of mentoring courses, there seems to be an underlying assumption in the publications market that mentors will educate themselves about mentoring, primarily by reading books.
Improving school-based mentoring aims to provide support for mentor trainers. The assumption is that mentor training will take place chiefly in training courses of varying lengths and, to a degree, varying in their purposes. The book is therefore flexible in its organisation, allowing trainers to use as much of it as they wish.
It is assumed that mentor trainers will need support on three levels and therefore the sections of the book provide,
- papers which describe the contexts in which mentoring is needed
- a series of training modules
- tools which can be used by course participants to enquire into their own mentoring.
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