Pontificia Un Universidad

Católica del Ecuador

Maestría en Lingüística Aplicada a la Enseñanza Bilingüe

Español –Inglés

The perceptions teachers of English in the Department of

Languages at ESPE have on Mentoring.

By Rocío Ortega and Néstor Bonilla

1. Background and Rationale

Introduction

“The support of new teachers is key in the continuous school

improvement process. Through mentoring teachers will be able to

develop skills, knowledge, attitudes, necessary to create a

culture with high levels of learning for all” (University of

Michigan document)

Researches in the USA indicates that beginning teachers who are

mentored are more effective teachers in their early years.

(National Commission on Teaching and America´s future). According

to (Feiman-Nemser, 1996 Cited by Bell 2008) Mentoring programs

started in the early 1980s when a movement to improve education

emerged in USA and after they realized that teachers recently

graduated from University preparation programs were full of

theoretical information and eager to teach; many of them entered

their first classroom with an idealistic sense of reality but

after few weeks they felt that their University preparation had

left them unprepared to the true reality. (Howe 2006 cited by

Amstrong 2011)

The word “mentoring” started to be used to describe the formal

process of an induction aimed to give a support for novice

teachers in one of three ways: mentor as “local guide;” mentor as

“educational companion;” and mentor as “agent of change” .

(Feiman-Nemser, 1996 Cited by Bell 2008)

In Ecuador , the Ministry of Education is trying to apply a

Mentoring Program to accomplish with the article 114 of the Ley

Orgánica de Educación Intercultural (LOEI).The process has started

with the invitation to the teachers who would like to be mentors

and the organization of a courses to train them .

This program will be implemented in the primary schools and later

in the secondary schools.The authorities have seen in mentoring

programs a new alternative to try to improve the quality of

education.

Talking about Universities we can say, based on our observations,

that in some Universities in Quito and Ibarra, there is no any

program related to mentoring.

In ESPE University, where we work ,there is no any policy related

to this topic, we have seen that the teachers are selected by a

Concurso de Merecimientos that includes to take a FCE exam , a

demo class, and the profile but they never have any person to

tell them the policies of the University or to guide them in the

teaching practice.

All of the institutions dedicated to teaching English want to have

excellent results and there are a lot of factors that affect the

success, one of them is the teacher´s performance, if the most

important purpose of mentoring is improving the quality of

teaching we think that this investigation will be relevant and

will have an impact. To investigate the perceptions teachers have

on mentoring and how it could affect the teachers´ performance

will help our institution to implement in the future a program to

guide the novice teachers.

Development of Teaching competence is our professional

responsibility and we can undertake a wide range of activities in

fulfillment of this obligation. Given the current pressure for

educational accountability Mentoring can be an effective way to

train teachers to adopt new practices.

Our strong desire is that our study is the first step to plan a

mentoring program in ESPE University.

Research Questions

What are the perceptions Teachers of English of ESPE have on

Mentoring?

How can a Mentoring program affect the teachers´ performance?

Literature Review

Foreign language teacher education is the field of professional

activity through which individuals learn to teach. (Donald

Freeman) 2001 cited in one of the articles included in the book by

Richards (2005). Some authors call it teacher training and for

others it is teacher development or teacher education.

All these terms imply a rich and complex lifelong journey of

developing professional competence.

To be a true professional, teachers must learn continually about

our subject matter, teaching methods, and many other things that

make us better educated and therefore better educators. We read,

we listen, we reflect, we discuss (Penny Ur) 2001 in the article “

The English Teacher as Professional” included in the book by

Richards (2005) Mentoring as a component of school-wide

professional development progress have been identified as a tool

that can improve the teachers’ performance.

CURRENT SITUATION

Education has been developed on the idea that knowledge about

teaching and learning can be transmitted through processes of

organized professional education to form individuals as teachers

(Donald Freeman) 2001. In our country these processes are carried

out by Escuelas de Idiomas or Programas de Linguística in

Universities in four years.

This knowledge has been defined as consisting of subject matter

and pedagogy, from this view pre-service teacher education

programs provide teacher-learners with certain knowledge usually

in the form of general theories about language learning,

prescriptive grammatical information about language and

pedagogical methods.(Donald Freeman) 2001.

Learning to teach has meant learning about teaching so, there is a

gap between theory and practice. As a result, novice teachers have

reported experiencing difficulties in adjusting to the rigors of

the classroom (Huling –Austin, 1989) and many have reported

experiencing “reality shock”, as described by Veeman

1984.The“questions and uncertainty that novice teachers bring to

school require far more than information, orientation meetings,”

(Johnson & Kardos, 2002). Novice teachers are often overwhelmed by

all of this initial information and would prefer to be given some

basic information, followed by a longer-term process where mentor

teachers, caring colleagues, peers, and others, help them to

understand and implement the procedures throughout their first

year (Bell &Miraglia, 2003; Wilkinson, 1997) (All these authors

are cited by Bell 2008) We think that mentoring is a good way to

link theory and practice.

MENTORING AND BENEFITS

Mentoring is a process in which more experienced person serves as

a role model, teaches, sponsors, encourages, counsels to a less

experienced person for the purpose of promoting that latter´s

professional development. (Anderson) 1998 Another definition

says : “Mentoring is a person-to-person experience that is a

confidential, non-judgmental process which ensures novice teachers

support and guidance on effective teaching practice based on the

school needs and the needs of the individual novice teacher”

(Vicki DuffNJ Department of Education Mentor Training Coordinator)

It implies to help in learning curricula, dealing with classroom

management and discipline, using technology, individualizing

student program, coordinating extracurricular activities and being

accountable to the various stakeholders of education.

Mentoring has a lot of benefits for the institution, experienced

and novice teachers and obviously for the students. They are: it

ensures that experienced teachers positively impact a new

generation of teachers, highlights professionalism to

stakeholders, enriches relationships through collaboration,

provides powerful learning opportunities, supports students

learning and success. (Vicki Duff NJ Department of Education

Mentor Training Coordinator)

Finally, mentoring helps mentors and mentees progress their

personal and professional growth.

WHO IS A MENTOR?

A mentor is person who is committed to the mentoring process as a

non-judgmental advisor, accepts the beginning teacher and the

skills they bring, promotes self-reliance of the novice, is able

to articulate effective practices, provides resources and support,

is effective in different interpersonal contexts, communicate hope

and optimism in education. (Vicki Duff NJ Department of Education

Mentor Training Coordinator (ppt presentation)

In addition he is a person who motivates, encourages, advises,

coaches, listens, tutors and guides.

http://www.educationforcollier.org/students-parents-3/take-stock/b

ecome-a-mentor/.

Mentors have a plenty of responsibilities: they have to understand

the typical needs and challenges of the beginning teachers,

develop and use a variety of strategies to assist them, prepare

themselves for effective one-on-one consultation with individual

teachers, make the accumulative wisdom of other experienced

teachers accessible to beginning teachers and develop strategies

for giving acceptance and support for them with the school

context. (Mentoring Beginning Teachers.Program Handbook. The

Alberta Teacher´s Association).

Other responsibilities are: prepare and implement a joint

mentorship growth plan with the protégé, maintain a relationship

with the protégé consistent with the Code of Professional Conduct,

model and demonstrate effective teaching strategies, observe and

provide feedback to the protégé , assist him/her, identify

personal strengths and planning for further professional growth

and assist with curriculum and instructional planning. (Mentoring

Beginning Teachers. Program Handbook. The Alberta Teacher´s

Association)

NOVICE TEACHERS NEEDS

The novice teachers’ needs are included in these categories:

Firstly, information on the school district and community (Odell,

1986); classroom materials and teaching supplies (Odell,

1986;Wilkinson, 1997); texts; and curriculum and objectives

(Wilkinson, 1997. All these authors are cited by Armstrong 2011)

Secondly, unless these primary issues of “survival” were taken

care of, novice teachers were unable to move toward dealing with

instructional concerns, such as classroom management issues

(Colbert & Wolff, 1992; Stroot et al., 1999), and teaching

practice (Huling-Austin,1989).

GOOD EXPERIENCES IN OTHER COUNTRIES.

It is a good idea to know what happens in other countries in terms

of mentoring, that is why we have looked for that kind of

information in two countries: Scotland and USA as models or

examples.

In Scotland, in the web page

(http://www.educationscotland.gov.uk/Images/mite_tcm4-712851.pdf)

they say that the support provided to newly qualified teachers has

attracted interest from education systems around the world. The

results are that “good quality mentoring in schools makes an

important contribution to developing the professional skills of

new teachers and ensuring the best quality learning experiences

for pupils”. The evaluators of the process say that they recognize

the impact that mentoring is having and also identify areas where

it can be improved, this improvement is necessary to maximize the

effectiveness of mentoring in teacher education.

In the USA in the paper “Novice teachers experience a mosaic of

mentoring as they learn to teach” Beverley Bell points out that

since the mid -1980 there has been a rapid growth in Teacher

induction program, currently 33 states have them, 29 of these

states provide a mentor teacher and 21 of them also provide

criteria for the selection of a mentor, the results in each

institution say that there is an improvement in the quality of

education.

To sum up, teachers must learn during their whole life, there are

a lot of activities to improve their teaching practice, one of

them is mentoring. The researches about the topic say that it has

a big and positive impact on the professional development of the

teachers and on the students’ performance. Other countries are

implementing the process and they have obtained excellent results,

so mentoring is one of the tools to improve the teachers´

performance.

Significance of the proposed study

Quality teaching and learning is essential in all the knowledge

fields, especially in teaching English where there are a lot of

factors that have effects.

Connecting the theory of teaching to the practice of teaching,

underlies all successful induction programs because adults enter

the teaching profession at various stages of development, and

often need help with simple “survival” strategies in their

transition from learning about teaching into actual teaching.

Mentoring and its benefits have been explored intensely especially

in supporting new teachers.

Our findings say that many countries are working with Mentoring

Programs in their educational systems, we hope this study

contributes to people involved see it as an excellent tool to

improve

Consequently, our study will be the first step to have in the

future good programs focused on the novice teachers needs rather

than simply on the content or policies and procedures required by

our authorities.

To know the perceptions our colleagues have on this topic will

provide us the base to start to walk on that path of reflecting

on their teaching practice and the results will be taken as input

to design a mentoring program.

Conceptual framework

Teachers are adults. Three theories about adult learning provides

a conceptual framework for this research, they are: Andragogy,

Self-Directed Learning (SDL), and Transformational Learning.

The first theory is Andragogy; it is “based broadly on humanistic

assumptions of learning, where the emphasis is on the natural

desire of all humans to learn, and the associated empowerment.”

(Beverley Bell 2008)

The second one is SDL which is based on “a behaviorist approach,

and calls for learners to develop their own sets of goals and

learning plans with objectives that are measurable, and for

learners to select appropriate techniques for achieving and

evaluating these objectives” According to this theory, “learners

are expected to question the assumptions they have about the world

they live in by challenging the current social, economic, and

political structures” (Beverley Bell 2008).

The third theory is Transformational Learning. Theorists believe

that adults are capable of change, and free to act on their world.

TL has expanded our understanding of adult learning by focusing on

the meaning-making process (Baumgartner, 2001 Cited by Bell 2008).

They add that “knowledge is a construction that humans make as

they interact with their world, reflect on their assumptions,

enter into dialogue, and think about their thinking, and in so

doing, they construct new meaning” (Beverley Bell 2008)

To sum up, teachers as adults learn from reflection on their own

experience, knowledge and practice, as they spend time in the

classroom working with the students, professionals, and the

communities within which they teach. In learning about teaching by

being in the classroom, novice teachers are often presented with

situations that fall outside of their existing knowledge and they

need to use initiative, innovation, and improvisation to solve the

immediate problem.

In the mentoring process, mentors play an active and strategic

role in this process as they guide novice teachers to construct

deeper and more powerful knowledge, using activities that bridge

their prior knowledge of teaching and learning with the social

resources available, through critical reflection ( Beverley J.

M. Bell 2008)

Aims and objectives:

Aim

1. To identify the perceptions teachers of English at ESPE

University have on Mentoring.

Objectives

1. To determine if they know what Mentoring is and the purposes

of a Mentoring Program

2. To determine if they would like to be involved in this kind of

programs.

Description of sample

Context

In Espe University, there are 120 teachers of English who work in

three modalities: Sufficiency of English on site, Sufficiency of

English online and Linguistics Degree online. We will select the

90% of the teachers to carry out our study.

Participants

The 60 % of teachers are female and the 40% are male. The age

goes from 32 to 55 years old. 99% of them have a Master´s Degree

in Higher Education and Projects and 5 % in Teaching English.

Role of the investigators

We will design an instrument (a survey) to know the perceptions

teachers have on Mentoring and we will interview the Directors of

the three programs with the same purpose.

We will write an official letter to the Director of the Department

of Languages of ESPE to get an authorization to carry out the

study. (Appendix A)

As we work in ESPE we will take advantage of the first meeting of

the next semester which will be held on August 16th 2013 to ask the

teachers to complete the survey. (Appendix B)

After that a tabulation and an analysis of the results will be

done and finally we will write the results.

Recruitment procedure:

The way we will use to recruit the subjects to participate in our

study will be the meeting of the teachers of English have at the

beginning of the semester.

We are going to talk to them using a motivating speech and ask

them to complete a survey.

In addition we will interview the authorities of the Department of

Languages to ask some questions about Mentoring. (Appendix C)

previously they will sign a consent document (Appendix D)

Subject consent process:

To have the authorities consent we will write a special document

asking them consent to use their perceptions and opinions about

Mentoring for our study. (Appendix D)

Procedures:

This study is perceptional and descriptive and these are the steps

to be followed:

1. Write a letter to the Director of the Department of Languages

explaining the purpose of our study and asking for permission to

do the process in ESPE University.

2. Write a paragraph to explain the purposes of this study and

asking our colleagues their consent to use their information.

3. Design a survey to know what our colleagues know about Mentoring

and if they would like to be involved in it.

4. Talk to our colleagues during the first session on the semester

to motivate them to complete the survey.

5. Apply the survey.

6. Design a questionnaire for the authorities of Department of

Languages.

7. Interview the four authorities of the Department of Languages

and film them using a questionnaire designed in advance.

8. Collect the data from the surveys and interviews.

9. Tabulate the results

10. Write a final report using these results

11. In our opinion, the survey does not affect our partners’

ethical considerations but if someone does not want to cooperate

with us, it will be right and we will understand.

Instruments to be used

Data will be collected using two instruments, a survey

questionnaire and a one–on-one filmed interviews. The survey

questionnaire will collect quantitative data from all willing

subjects. The interviews will collect qualitative data from the

four authorities.

The survey questionnaire will consist of a total of 10 questions,

they are open ended and semi structured. These questions are

designed to encourage participants to expand on the responses and

provide more details about teachers’ knowledge on mentoring and

their will to participate in one program in the future.

Interviews data will add more details to the research findings by

allowing the authorities to tell us what they know about Mentoring

and its purposes, using their own terms, and if they eventually

would support a Mentoring program as a way to have more effective

teachers of English in ESPE. All the interviews will be filmed and

they will be administered during the third week of August.

Participants in the survey will receive verbal and written

assurances that they will not be identified.

Data collection and analysis

Survey data will be analyzed using descriptive statistics. Raw

data will be tabulated and we will use a computer program to

generate frequency tables and determine percentage rates of

response for each question.

Data from the interviews will be transcribed in word documents and

labeled with codes. Authority 1, 2, 3, 4.

Finally we will do a triangulation to have more reliable results.

Results from the quantitative part of the study will be matched

with results from the qualitative part during the interpretation

phase (Creswell 2003). This triangulation will help to validate

findings from quantitative and qualitative methods of data

analysis.

Timetable:

No Activity August Septembe

r

October November Person in

charge1 To write the

letters to

the Director

of the

Department

of Languages

to inform

him about

the purposes

of our study

and ask for

the

permission

to carry out

it.

x

Rocío and

Néstor

2 To design a

survey to

know what

x Rocío and

Néstor

the teachers

know on

Mentoring

and a

questionnair

e for the

authorities.3 To talk

about our

study during

the first

meeting of

the

teachers.

x Rocío and

Néstor

4 To apply the

survey

during that

meeting

x Rocío and

Néstor

5 To interview

the four

authorities

and film

them

x Rocío and

Néstor

6 To tabulate

the results

of the

surveys

x Rocío and

Néstor

7 To analyze x Rocío and

the results

of the

surveys and

interviews

Néstor

8 To write the

final report

with the

results

about the

perceptions

the teachers

of English

at ESPE have

on

Mentoring.

x Rocío and

Néstor

9 To share the

results of

our study

with the

authorities

x Rocío and

Néstor

Potential risk to subjects:

The potential risk to subjects of this study could be the boredom

and loss of time to answer the questions of the survey and also

the loss of confidentiality.

Minimization of potential risk:

We are going to minimize the potential risks for the participants

thorough a short motivating speech where we are going to talk

about the importance of this study and the fact we do not need to

know their names.

Potential benefits to subjects:

Institution

1. Our study will be one of the researches the CEACES demands.

2. Authorities will be involved in this kind of research.

Participants

They will be aware of Mentoring as a part of Professional

Development.

Investigators

We will study this topic in detail by reading a plenty a

documents.

We will learn more about how to do a research.

We will feel motivated to continue with other phases of this

research which will include a design of a program of Mentoring to

be carried out in ESPE.

Cost to subjects:

Subjects will not be monetary costs but in time and effort to

answer the questions.

Cost to investigators:

Monetary Costs

MATERIALS COSTCopies of the

surveys and ink

5.00

Filming 30.00Transportation 5.00Total 40.00

Non-monetary Costs

Investigators will spend time and effort to do all the activities

but they will learn a lot.

Reimbursement/compensation to subjects:

It is not necessary any reimbursement or compensation to the

subjects because the monetary cost for the subjects will be almost

cero.

Confidentiality of records:

The surveys our colleagues will answer and the films of the

interviews to the authorities will be kept by the investigators.

Teachers who answer the surveys will be told that it is not

necessary to write their names.

Appendices

Appendix A: Letter asking permission to the Director to do the research

in the institution.

Appendix B: Survey for the teachers.

Appendix C: Interview for the authorities (questionnaire).

Appendix D: Consent Form for the Participant.

Appendix A

Quito, 28 de julio del 2013

Señor Teniente Coronel

Rennán Cárdenas

DIRECTOR DEL DEPARTAMENTO DE LENGUAS DE LA UNIVERSIDAD DE LAS

FUERZAS ARMADAS ESPE.

Presente

De nuestras consideración,

Reciba nuestro cordial saludo y deseos de que sus gestiones al

frente del Departamento de Lenguas de la ESPE sean exitosas.

El objeto de este oficio es primero hacerle conocer que nosotros,

Rocío Ortega y Néstor Bonilla, docentes de esta prestigiosa

Universidad y estudiantes de la Maestría en Lingüística y

Didáctica de la Enseñanza de idiomas extranjeros en la PUCESI

estamos empeñados en hacer una investigación sobre las

“Percepciones que tienen los docentes de Inglés de la Espe con

respecto a programas de Tutorías a los nuevos docentes”

En segundo lugar solicitamos a usted muy comedidamente nos

autorice recopilar los datos necesarios para nuestra investigación

lo cual incluye : una pequeña charla de motivación, la aplicación

de una encuesta a los docentes el día 16 de agosto en la primera

reunión del semestre y entrevistas filmadas a los señores Mg.

Miguel Ponce, Director del Programa de Lingüística, Dr. Oswaldo

Villa, Director del Programa de Suficiencia de Inglés presencial,

Dr. Galo González, Director del Programa de Suficiencia de Inglés

a distancia y al Teniente Coronel Rennán Cárdenas, Director del

Departamento de Lenguas de la Espe.

Esperando que nuestro pedido, sea atendido favorablemente,

anticipamos nuestros agradecimientos.

Atentamente,

Rocío Ortega

Néstor Bonilla

Appendix A

(English)

Letter to

the Director

Quito, July 28th 2013 Luteniant Colonel Rennán Cárdenas DIRECTOR OF THE DEPARTMENTO OF LANGUAGES OF ARMED FORCES ESPEUNIVERSITY

Dear Sir,

Rocío Ortega and Néstor Bonilla are hereby officiallyapplying for permission to work with teachers of English inESPE.We are studying the Master´s Degree in Teaching English inPUCESI and one of the modules is Scientific Research Methods,under the direction of MSc. Ernesto Santos.Our investigation is about “Perceptions teachers of Englishhave on Mentoring” and we need to include ESPE teachers ofEnglish in our study. The purpose of this investigation is to know the perceptionsteachers of English have on Mentoring and if they would liketo be involved in this kind of program in the future. Currently in Ecuador, even though the Ministry of Educationis promoting a Mentoring Program to be carried out in primaryand Secondary schools , there are no any policies related tothis topic in universities. Research indicates that Mentoring is a component ofProfessional Development and it has as a purpose to improvethe quality of teaching.We believe that our study will be one of the steps tocontribute to what University Education in Ecuador is doingto improve the teachers´ competence.Our work would include:A motivational speech to ask the teachers of English completea survey on Mentoring.The application of the survey to the willing teachers whoattend the first session of the semester on August 16th 2013.Filmed Interviews to the Directors : Luitenant Colonel RennánCárdenas, Mg. Miguel Ponce, Dr. Oswaldo Villa and Dr. GaloGonzález.We look forward to hearing from you. We will then follow this up with an informed consent to behanded to the teachers.

Thanking you in anticipation,

Rocío Ortega A

Néstor Bonilla

Appendix B

Survey

Dear teacher,

We are students of the Masters´ Degree on Linguistics andTeaching Foreign Languages in PUCESI and we are doing aninvestigation on “Perceptions teachers of English have onMentoring”.We value your opinions and ask you take the time to completethis survey .Please be assured that your responses to thissurvey will be anonymous. Thank you for time and attention to this matter.

SECTION I1. Gender : Male …………. Female …………

2. Age: ……………..

3. What is the highest degree or level of school you have completed? If currently enrolled, mark the previous grade or highest degree received.o Bachelor's degree o Master's degree o Professional degree o Doctorate degree

4. How long have been teaching English?0-5 years 6- 10 11-15 16-20 21+

5. How long have you been teaching English in ESPE?0-5 years 6- 10 11-15 16-20 21+

6. Are you classified as full time or part time teacher?

Full time ………… Part time ………….

SECTION II 7. Did you receive any assistance or training on ESPE policies or teaching during the first years of your teaching here?YES ……………NO……….

8. If you answered yes above, how helpful was the training orassistance in providing you with skills or tools to teach English here?It helped me a lot ………. It helped me e little ……… It did not help me ………

9. Who participated in your assistance or training?An experienced teacher……………an administrator……………an authority………….

10. What issues, if any, were identified as needing improvement during your first years of teaching in ESPE? (If none, or no action was taken, please explain why)Classroom management………developing skills…………..rules and regulations……….……………………………………………………………………………………………….

11. During your years of teaching English in ESPE have you seen the experienced teachers helping the new ones in informing them about policies, and guiding them in teaching performance or planning?

Yes……….No………..

12. During the past 12 months, how often did you participate in workshops, seminars, webinars or courses sponsored by ESPE?10 or more times….. 5-9 times ….. 3-4 times ….. twice….. once…… never…….

13. During the past 12 months, how often did you receive useful feedback on your performance from other colleagues or your principal?10or more times….. 5-9 times ….. 3-4 times ….. twice….. once…… never…….

14. During the past 12 months, how often did you visit other teachers´ classrooms? 10or more times….. 5-9 times ….. 3-4 times ….. twice….. once…… never…….

15. During the past 12 months, how often have other teachersor your principal observed your lessons?10or more times….. 5-9 times ….. 3-4 times ….. twice….. once…… never…….

16. During the past 12 months, how often did you discuss curriculum and instruction matters with the authorities or a professional group in ESPE.?10or more times….. 5-9 times ….. 3-4 times ….. twice….. once…… never…….

17. Based on your experience what is Mentoring for you? Explain.………………………………………………………………………………………………………………………………………………………………………………………………18. Do you consider that a mentoring program is a good initiative as a component of Professional Development? Why? Explain.Yes…………….No……………………………………………………………………………………………………….

19. If you answered yes above, for the new teachers what (if any) benefits would they have if they had a chance to have a formal mentor?23. For mentors, what (if any) benefits would exist if they had the opportunity to support the new teachers?…………………………………………………………………………………………….

20. What changes could have a Mentoring Program to the current situation in ESPE?……………………………………………………………………………………………

21. Would you like to be involved in a Mentoring program in ESPE? Why’ Explain.Yes………No…………..

Interview to the authorities’ questionnaire

The interviewers will explain the purposes of this study to the

authorities one by one.

1. What is the highest education degree you hold?

2. What is your current position?

3. Based on your experience or impressions, please indicate how

the situation in ESPE is in terms of Professional Development

for the teachers of English.

4. Do you promote that authorities and teachers work together to

plan, and deliver professional development experiences?

5. Do you encourage teachers to share what they have learned

from workshops or seminaries they have attended?

6. Are teachers and authorities continuously learning and

seeking new ideas to improve teaching?

7. How many teachers help new teachers?

8. How many teachers ask for help in teaching?

9. What is the process you follow to hire new teachers?

10. What is the process you implement to help and guide the

new teachers in terms of rules, regulations, policies,

teaching practice and planning?

11. Have you been mentoring or been a mentor in a formal

relationship in ESPE?

12. Would you like to implement a Mentoring program as a

part of a Professional Development policy in ESPE? Why?

Explain.

13. What could be the benefits of a Mentoring program for

the institution, teachers and students?

Appendix D

Consent by authorities

Title of the investigation : “Perceptions the teachers ofEnglish have on Mentoring”Researchers : Rocío Ortega and Néstor Bonilla

Dear authorities,To participate in this study please sign below on the twocopies of this consent form provided, retain one copy foryour files, and return the other to me. Your signatureindicates that you have read and understood the informationprovided in this form, your willingness to participate, andyour understanding that you may withdraw at any time. If youhave any questions about this research project please feelfree to contact us at home or by email: 0988071248/0988998157 rociolic@yahoo.es If chosen, I am willing to participate in this study.I will be interviewed by the researchers.They will film the interview.I am free to participate or not to participate without prejudiceI may withdraw at any timeI understand that the results from this study will be included in Rocío Ortega and Néstor Bonilla research.Participant‟s Signature ___________________________________ Date: __________Researcher‟s Signature ___________________________________ Date: __________Contact InformationFirst Name: ……………………………..….Last Name: …………………………………Phone Number: ( ) …

References

Bell, B. Novice Teachers experience mosaic of Mentoring as they learn to teach. University of Massachusetts PDF

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