Ο θεσμός του μέντορα στην Ελλάδα, τη Γαλλία και την Ισπανία. Μια συγκριτική προσέγγιση για την προώθηση της ποιότητας της Εκπαίδευσης.
Abstract
Recently, education seems to be defined by new forces. In the school units, the Pedagogical Advisor-Mentor institution is introduced with the aim of upgrading the provided educational work (L.4823/2021). The paper’s purpose is the comparative study of the institution in the European educational area. After making a brief reference to the institution, the documentary-institutional texts related to the last reforms in Greece, France and Spain are analyzed through critical discourse analysis. An attempt to interpret them follows based on each country context. According to the findings, the institution in the educational field is linked at the level of discourse with quality, effectiveness and efficiency, creating a supportive environment for new teachers and transforming them into professionals. In Greece, contrary to France and Spain, there was no special care for the newly appointed until the application of L.4823/2021. Therefore, as it is a new institution, its effective implementation is at stake.
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