Abstract
Mentoring is one of the primary programs schools are implementing in teacher development. Educators use mentoring skills and programs to support novice teachers, improve classroom management, and develop their teaching practice and skills. Numerous studies have been conducted to explain the importance and essentials of mentoring programs to the mentees. Researchers suggest that mentor training should enhance mentor teachers' skills, such as building the mentee's trust, improving classroom management, and developing instructional practice, followed by comprehensive program evaluation. The purpose of the article focuses on how peer mentoring can enhance teachers' personal and professional skills to be successful in their roles and find out what constitutes the effectiveness of mentoring processes in academic settings and what improves university teaching and ongoing training for the mentors. Quantitative and qualitative methods were used to collect the data and observe teachers’ work experiences and skills. The result is that peer mentoring is accepted as an efficient program in teacher development and benefits those engaged in this program. However, as our research result showed, peer-mentoring programs should be designed, developed, evaluated and renewed constantly. In addition, institutions and educators should define mentors' roles and responsibilities in mentoring programs and evaluate them regularly.
Author Information
Tungalagtuya Myagmarjav, University of Finance and Economics, Mongolia
Ganzul Gantuya, University of Finance and Economics, Mongolia
Paper Information
Conference: ACEID2022
Stream: Professional Training
This paper is part of the ACEID2022 Conference Proceedings (View)
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To cite this article:
Myagmarjav T., & Gantuya G. (2022) Model for Effective Peer Mentoring Program in Mongolian University Context ISSN: 2189-101X – The Asian Conference on Education & International Development 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2022.15
To link to this article: https://doi.org/10.22492/issn.2189-101X.2022.15
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