Abstract
The purpose of the present study was to actively involve teachers in mentoring in order their professional development to be achieved. Therefore, a peer group mentoring model (P.G.M) was implemented to six teachers as mentees and the researcher in the role of the mentor, at a secondary school unit of East Thessaloniki from October 2016 to May 2017. Data analysis, after implementing the mentoring model, revealed that mentor helps teachers’ professional development and acts as a role model of behavior and implementation of new practices. Regarding the relationships built within participants’ group, trust and honest communication in the context of respect and interaction are mentioned by the participants.
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Μentoring in education: teachers’experience 517 KB