The study explores novice teachers’ mentorship programs’ frameworks in United Arab Emirates, Estonia, Kenya and China. An overview on the present utilized frameworks is presented to define mentoring from the country’s perspective, in order to shed light on the benefits and the type of mentorship programs provided to novice teacher. The study closely examines the program’s anatomy, while analyzing the assessment and evaluation methods used. The findings present the major challenges hindering the implementation and the consistency of mentoring programs in the selected countries. Recommendations are made to provide an altered sample framework that addresses the various areas of deficiencies presented in the country’s current frameworks, to best serve the mentoring process of novice teachers.
International & Comparative Education Department
Committee Member 1
Institutional Review Board (IRB) Approval
Not necessary for this item
Elafify, Rana, "Mentorship programs: A comparative study on mentoring novice teachers" (2017). Capstone and Graduation Projects. 3.
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