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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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1por Pérez Berbain, Mercedes, Payaslián, Lidia, García, Belén, Sauer Rosas, Anabella, La Porta, AgustinaMaterias: “...Despite evidence on the benefits of mentoring with beginning teachers (Banegas, in press; Bao, 2021...”
Publicado 2022
Aportado por: Memoria Académica - FaHCE (UNLP)Documento de conferencia publishedVersion