MENTOR–NOVICE TEACHER RELATIONSHIPS IN JAPANESE CONTEXT
Journal Title: Професіоналізм педагога: теоретичні й методичні аспекти - Year 2018, Vol 7, Issue 1
Abstract
In Japanese society, interpersonal relationships develop within the framework of deep cultural and historical processes. The construction of these relationships is influenced by traditional concepts that exist only in Japan. Mentors play the most prominent role in the socio-psychological and professional adaptation of newly appointed teacher during the mandatory induction program that coincides with a probationary period. The success of the in-school part of the internship depends heavily on the personal relationships of mentors and novice teachers. The article highlights the uniqueness of the development of relations between a mentor and a novice teacher under the influence of a complex cultural phenomenon "uchi-soto". The content of the mentors` work with beginner teachers and their role were considered by T. Asada, N. Moriyoshi, D. Nohara, O. Ozerskaya, A. Sakai, N. Shimahara, G. Wong and others. The influence of cultural peculiarities on the nature of pedagogical mentoring in Japan has not been sufficiently studied. The paper aims to investigate the influence of the cultural-historical principle of "uchi-soto" on the relationships between a mentor and a young teacher in Japan. The article concludes that the decisive factor in the productivity of their cooperation is the mutual perception of the novice and the experienced teacher as members of uchi-group. In this case beginners tend to freely express the concerns and problems they have and the instructions of experienced teachers tend to be consultative. Otherwise the attitude towards beginners as an outsider from soto-group leads to the directive nature of the relationship and as the result the newly appointed teachers do not seek the informal support from their mentors and can experience problems in socio-psychological adjustment. The results of the study provide an opportunity for further creative use of the positive Japanese experience on the professional adaptation of novice teachers.
Authors and Affiliations
Olha Luchenko
Keywords
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- EP ID EP495798
- DOI 10.31865/2414-9292.7.2018.140600
- Views 102
- Downloads 0
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