Meantóireacht ar Mhúinteoirí Nua
Tomás Mac Pháidín
(Príomhoide Choláiste na Coiribe)
Márta 2009
Meantóireacht ar Mhúinteoirí Nua
 Cad is Meantóireacht ann?
 Cad is fiú Meántóireacht?
 Cur chuige d’fhonn Meantóireacht éifeachtach
 Eispéaras Choláiste na Coiribe
Cad is Meantóireacht ann?
Bunús den fhocal “Meantóireacht”
Bunús i miotaseolaíocht na Gréige
• In Homer’s epic poem The Odyssey, Mentor, a trusted
friend, was entrusted by Odysseus to foster, guard,
teach and support his son Telemachus for the
duration of Odysseus’ absence at the Trojan wars (Odell,
1990; Cross, 1998; Walton, 1999; Angelique et al., 2002; Mathews,
2003; O’Brien, 2007).
Meantóireacht Oideachais
Educational mentoring relationships range
… from the most functionally basic induction, to
detailed, complex long term relationships
designed to meet the specific needs of the
individual (Odell, 1990; Cross, 1998; Dallat et al., 2000;
Mathews, 2003).
Meantóireacht Oideachais…..
Maidir le meantóireacht mhúinteoirí nua-cháilithe,
(NQTs), chreid Stoll and Fink (1996, p.156)
….mentoring of newly qualified teachers offers
experienced teachers the opportunity to take on
leadership roles as they help induct an
inexperienced colleague into the working and
social life of the school.
Meantóireacht nó Ionduchtú?
Thagair Kelly et al.,(1992, p. 173) ar chumhacht
Meantóireachta mar
… a powerful and cost-effective way of increasing
personal and organizational focus and central to
the institution’s staff development strategies and
plans, rather than merely a way of smoothing new
staff entry, or offering tips for getting around
bureaucratic procedures.
Cad is fiú Meantóireacht?
Cúiseanna praiticiúla le páirt a ghlacadh i
Meantóireacht – Cur chuige ó thaobh
pleanáil scoile
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Ionchais bhreise ó mhúinteoirí
Rialú breise den phroifisiún
Pobal ar lán-eolas Dearcadh i leith NQTs de “Sink or Swim”
Modh do Phríomhoide agus foireann reatha
tacaíocht agus treoir a thabhairt do mhúinteoirí
nua.
Aidhm le Meantóireacht
• A significant purpose of any mentoring relationship is to
create competent, confidant and productive
professionals from inductees into an organization
(Redmond, 1990; Odell, 1990; Mathews, 2003; Killeavy, 2006).
• Beginning teaching is but a part of a more
comprehensive developmental continuum that
culminates in a person’s becoming a fully
actualised teacher (Odell, 1990, p. 12-13)
Aidhm le Meantóireacht …
Other authors refer to this process of self actualization
as ‘being a teacher’ (Calderhead and Shorrock, 1997, p. 194),
or developing as ‘a professional colleague’
(Eisner
1978, p. 622).
Villani (2002) referred to the ‘existential aspects’ of
being a teacher.
Conas clár Meantóireachta a
dhearadh agus a chur i bhfeidhm
Roghnú Meantóirí
• Mentor teachers are often the prime provider of
support to novice teachers (Huffman and Leak, 1986;
Odell, 1990; Killeavy, 2006).
• Mentors must not only be accomplished
professionals but must also be respected as such
by their peers if they are to provide effective
mentoring (Varah et al., 1986; Odell, 1990; Featherstone and
Smith, 1992; Moyles et al., 1998).
Tréithe Inmholta i Meantóirí
• Mentor teachers who are humorous, caring, wise and
unselfish are the most desirable (Hardcastle, 1988; Kay,
1990; Odell, 1990).
• Hardcastle (1988) identified high professional
integrity, wisdom and a caring disposition as key
determinants of the likelihood of a successful mentoring
relationship.
• The necessity for a mentor to provide a model of good
practice has been emphasised in the literature (Kelly et
al., 1992; Stoll and Fink, 1996; Moyles et al., 1998; Dallat et al.,
2000; Mathews, 2003; Killeavy, 2006).
Tréithe Inmholta i Meantóirí…
• Odell (1990, p. 11) suggested that successful mentors
develop beginning teachers’ socialization into school and
the teaching profession, “…helping protégés to find
‘new ways to be’. In the context of mentoring
teachers…this notion expands to experienced
teachers helping beginning teachers find ‘new
ways to be and do’ ”.
• Other important characteristics which are conducive to
effective mentoring include; leadership, openness,
confidence and empathy (Hunt, 1983; Anderson and
Shannon, 1988; Odell, 1990; Calderhead and Shorrock, 1997;
Mathews, 2003; Killeavy, 2006).
Roghnú Clár don Mheantóir
• Many NQTs experience considerable difficulty in
student motivation, classroom management and
student assessment (Vonk, 1983; Veenman, 1984; Odell,
1986; Bullough, 1989; Villani, 2002; Ó Diomasaigh, 2004; Burns,
2006; Killeavy, 2006).
• NQTs often struggle with their relationships with the
principal and other teacher colleagues (Grant and
Zeichner, 1981; Vonk, 1983; Villani, 2002; Killeavy and Murphy,
2006; Killeavy, 2006).
Roghnú Clár don Mheantóir …
• Veenman (1984, p. 153 -156) identified ten recurring
difficulties, which included: classroom discipline;
motivating students; dealing with individual
differences; assessing students’ work;
relationships with parents; and getting along with
colleagues.
• Gordon and Maxey (2000, p. 6) in a later study
emphasised: planning; organising and managing
instruction; communicating with colleagues,
including administrators, supervisors, and other
teachers; adjusting to the teaching environment
and role; and receiving emotional support.
Gnéithe eiseacha den
mhúinteoireacht
...becoming a teacher is not simply a matter of doing
what teachers do, it is also a matter of being a teacher.
The latter involves a personal investment, a feeling of
being at ease in the role of a teacher, an acceptance of
teaching being part of one’s identity…(Calderhead and
Shorrock, 1997, p. 194)
NPPTI
Eispéaras Choláiste na Coiribe
• Cén fáth a bheith páirteach?
– Cultúr agus éiteas scoile – Pleanáil scoile
lárnach
– Go leor múinteoirí óga (nuacháilithe)
– Céatadán ard de mhúinteoirí PT i gColáiste na
Coiribe
– Nadúr forbarthach de Choláiste na Coiribe
maidir le gach gné den scoil
– Spreagadh don chultúr de chinnireacht
díláraithe
– Suim an phríomhoide sa Mheantóireacht
Eispéaras Choláiste na Coiribe
Conas a oibríonn an córas?
 Roghanna/ tosaíochtaí le déanamh
 Príomhmheantóir/ comhordaitheoir don chlár
 Dáileadh ama/ airgid/ acmhainní
 Acmhainní Meantóireachta inscoile le cruthú
 Éigeantach do mhúinteoirí nua chuig an scoil
 Taithí a roinnt le gach múinteoir / struchtúir sa
choláiste
 Cinntú go bhfuil Meantóireacht comhtháite le córais eile
inscoile agus ceangailte le héiteas na scoile
 NPPTI- CnaC mar phairtnéir - cnámharlach úsáideach
don chóras inscoile
Athbhreithniú agus Meastóireacht
• Anailís costais is tairbhe (acmhainní daoine &
airgead)
• Anailís ó mhúinteoirí, NQTs, cinnirí scoile agus
foireann
• Tástáil agus meastóireacht ar ábhar acmhainne
• Forbairt ar bhreithnóireacht agus cultúr
athbhreithnithe / féinmheasúnaithe
• Ciorraithe oideachais – cur chuige nua de dhíth
• Na chéad chéimeanna eile – moltaí
Tagairtí
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Angelique, H., Kyle, K. and Taylor, E. (2002) ‘Mentors and muses: new
strategies for academic success’, Innovative higher education. 26 (3)
pp. 195–209.
Black, P. and Wiliam D. (1988b.) Inside the black box: raising
standards through classroom assessment. London: Kings College.
Burns, G. (2006) An evaluation of the role of the mentor in the
National Pilot Project on Teacher Induction-Primary Strand (20022003). Unpublished M.Ed. thesis: National University of Ireland,
Galway.
Calderhead, J. and Shorrock, S. (1997) Understanding teacher
education. case studies in the professional development of beginning
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system for the newly qualified teacher’. School organisation, (15) pp.
35-42.
Cross, S., (1998). ‘Roots and wings: mentoring’ Innovations in
education and training international. 35 (3) pp. 224-230.
Tagairtí …..
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Eisner, E., (1978) The impoverished mind, Educational leadership,
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_________ (2003) The moral imperative of school leadership.
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Tagairtí …..
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Tagairtí …..
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