Peer mentoring components and indicators for teachers' professional development: a systematic review based on Wright's model

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Yasavol Nahid; pourshafei Hadi; Momeni Mahmouei Hossain; Akbari Ahmad

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Journal: Excellence of Human Resources Year:2023 | Volume:4 | Issue:3 Page(s): 44-66

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Information Journal Paper

Title

Peer mentoring components and indicators for teachers' professional development: a systematic review based on Wright's model

Author(s)

Yasavol Nahid | pourshafei Hadi | Momeni Mahmouei Hossain | Akbari Ahmad | Issue Writer Certificate

Keywords

Component

peer mentoring

mentoring and teachers

Abstract

The purpose of the present study is to investigate the Components of peer mentoring for teachers. The approach of the present research is qualitative and its method is a systematic review based on the model of Wright et al. (2007). The research community consists of 623 articles about the Components of peer mentoring for teachers that were presented in reputable scientific journals between 2014 and 2023. The research sample includes 30 articles that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Based on the data analysis, the Components of peer mentoring for teachers were classified into 6 dimensions and 18 factors. These dimensions include the dimension of individual-personality Components (including factors, personalization, process management, motivation and interest and cognitive characteristics), socio-cultural dimension (including factors, attention to learning culture, creating professional communities and effective interaction), organizational dimension (including factors, support) and consulting Components dimension (including factors, communication skills, ethics and clinical supervision), educational Components (including factors such as expertise) core, collaborative learning, authentic education and educational technology) and research Components (including factors such as research skills and the integration of theory and practice).

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