Cross-Cultural Considerations: Mentoring Teachers in Jewish Day Schools

Autor/inn/en	Efron, Efrat Sara; Winter, Jeffrey S.; Bressman, Sherri
Titel	Cross-Cultural Considerations: Mentoring Teachers in Jewish Day Schools
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 29 (2021) 1, S.23-49 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2021.1899584
Schlagwörter	Day Schools; Judaism; Mentors; Faculty Development; Religious Factors; Cultural Influences; Trust (Psychology); Teacher Attitudes; Interpersonal Relationship; Cultural Context; Cultural Differences; College School Cooperation; College Faculty; Teaching Methods; Course Content; Elementary School Teachers; Middle School Teachers; Preschool Teachers; Religious Schools; High School Teachers + Suchen Sie Ihr Suchwort? Day school; Halbtagsschule; Judaismus; Cultural influence; Kultureinfluss; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kultureller Unterschied; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; High school; High schools; Oberschule
Abstract	This study focuses on the impact of mentoring in Jewish day schools through the lens of cross-cultural considerations. The researchers examined the influence of differences in culture and religion on mentoring relationships and professional growth experiences. Findings indicate that building bridges of understanding and trust in a cross-cultural mentoring environment, requires the viewing of teacher mentoring as context-specific. Mentoring is strengthened when mentors become familiar with the school community and exhibit a respectful, and non-judgmental attitude toward the unique religious and cultural elements of the school community. Findings from the study provide an important contribution to discourse about teacher mentoring through a new and unique lens that focuses on cross-cultural relationships and their potential to enhance professional development and learning opportunities for teachers and mentors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01