test Aspects of Effective Mentoring for Prospective Religious Education Teachers in Teaching Practicum|Greek Journal of Religious Education (GjRE)

Aspects of Effective Mentoring for Prospective Religious Education Teachers in Teaching Practicum

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Published: Nov 27, 2025
DOI: https://doi.org/10.12681/gjre.41826
Keywords:
Practicum feedback directive mentoring reflective mentoring
Μανώλης Παπαϊωάννου
National and Kapodistrian University of Athens
https://orcid.org/0000-0001-9821-6480
Abstract

The article presents research findings on the form of Mentoring that effectively serves the learning of Prospective Teachers (PT) in Practicum. The research was carried out as a case study in the annual Practicum at the Department of Theology of Athens (2021-2022), and the perceptions of 77 student teachers and 53 Mentor Teachers (MT) who voluntarily participated in it were investigated. Data were collected through the internationally reliable tool for measuring mentoring practices "Mentoring for Effective Teaching" and through focus group interviews on both sides of the Mentoring. Quantitative data were processed using SPSS tool, while thematic analysis and participation of independent reviewers were carried out for the qualitative data. It was found that the PT evaluate as very positive factors of Mentoring in the Practicum the personal characteristics of the MT, the demonstration of teaching, their support for the Curriculum, the design and implementation of the teaching practice, and of course the constant feedback. The synthesis of directive and reflective approaches according to the needs and capabilities of the trainees emerges as a more effective form of Mentoring, aiming at their progressive autonomy. This specific pedagogical framework of Mentoring can constitute a good practice for teacher education programs’ designing, and also as a scientific basis for the development of corresponding research initiatives, regarding the preparation of teachers or even the evaluation of the learning process in schools.

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Author Biography
Μανώλης Παπαϊωάννου, National and Kapodistrian University of Athens

Ο Μανώλης Παπαϊωάννου σπούδασε θεολογία στο Τμήμα Κοινωνικής Θεολογίας του ΕΚΠΑ (1998) και υπηρετεί ως θεολόγος εκπαιδευτικός (επιτυχών ΑΣΕΠ 2005). Είναι κάτοχος Μεταπτυχιακού Διπλώματος ειδίκευσης στις «Επιστήμες της Αγωγής και Θρησκευτική Εκπαίδευση» (2018) και Διδακτορικού τίτλου σπουδών με θέμα: «Μεντορική Καθοδήγηση (Mentoring) ως σχέση και μέθοδος εκπαίδευσης νέων εκπαιδευτικών» από το Τμήμα Θεολογίας ΕΚΠΑ (2024). Έχει υπάρξει Μέντορας αλλά και επιμορφωτής Μεντόρων εκπαιδευτικών θεολόγων στο πλαίσιο του προγράμματος της Πρακτικής-Διδακτικής Άσκησης φοιτητών/τριών Τμήματος Θεολογίας ΕΚΠΑ, στο οποίο ασκεί συντονιστικό υποστηρικτικό έργο από το 2016 μέχρι σήμερα. Υπήρξε μέλος της ομάδας του Ινστιτούτου Εκπαιδευτικής Πολιτικής για την εκπόνηση των νέων Προγραμμάτων Σπουδών και του σχετικού υποστηρικτικού υλικού για το μάθημα των Θρησκευτικών στο Γυμνάσιο (2021-2022).

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