טכניון מכון טכנולוגי לישראל
הטכניון מכון טכנולוגי לישראל - בית הספר ללימודי מוסמכים  
M.Sc Thesis
M.Sc StudentShalata Rudaina
SubjectThe Transition from a Teacher to a Mentor: Science and
Technology Teachers' Perceptions about the Role
of Mentors in the Arabic Sector
DepartmentDepartment of Education in Science and Technology
Supervisor Professor Miriam Barak
Full Thesis text - in Hebrew Full thesis text - Hebrew Version


Abstract

In view of the importance of the induction programs on the professional development of beginning teachers, the Israeli Ministry of Education declared that beginning teachers must participate in an induction period as a prerequisite for entering the educational system and receiving their tenure. As part of the induction period, entitled: the Staj project, each beginning teacher is accompanied by an experienced teacher serving as a mentor. This study investigated the way science and technology mentor teachers perceive the role of mentors in the Arabic Sector. The study examined perceptions toward professional development as declared by experienced STEM (science, technology, engineering and mathematics) teachers who trained to become mentors of beginning teachers. In this study, the qualitative methodology was applied in order to receive in depth answers to the research questions. The study included two stages; in which data were collected by two research tools: analysis of mentoring case studies, and semi-structured interviews. Ten experienced STEM teachers participated in this study, only three of them served as mentors during the time of the current study. The other teachers had prior experience in mentoring young teachers. An interpretation according to the literature led to identification of four aspects of mentors' roles: professional, organizational, emotional and social. The results show that despite the unsuitability between the mentors' assertions in the interviews and the case stories, and between their actual perceptions toward the mentor roles, there was a consistency regarding the role perception. We found that the mentoring process enriched the veteran STEM teachers with new learning and teaching strategies which they learned from their mentees, enhanced their motivation for teaching and increased the principles' appreciation towards them. The value of this research lies in its findings that may assist in the design and development of mentors' training workshops, especially in the science and technology fields. In addition, the present research allows the examination and realization of the goals established by the Israeli Ministry of Education Guideline Booklet, on the subject of the role of the mentor. The uniqueness of the current research is that it focuses on STEM teachers in particular and on the role of mentors in the Arab sector, of which no evidence in the professional literature was found.