The Importance Of Teacher Relationship In Teaching

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Learning to teach has been always a complicated, puzzling and somehow demanding job to do. It involves developing pre-knowledge practically, changing the perception and developing interpersonal skills. Throughout history of mankind, we can see how every generation has passed its knowledge and experience to the next through very familiar social act known as mentorship. Before starting to discuss the role and characteristics of a mentor, it is necessary to ask a question – What is a mentor expected to do? In these times when everything changes rapidly, it seems crucial to first have a straightforward perception of the grounds needed for every training element and the way it is associated with other elements. There is a range of definitions of mentoring since there is no consensus about the nature of the subject carrying out this task. In other words, it might be a person or a set or processes accomplished by a group of people (Gopee, 2015). Maynard and Furlong (1995) ask two relevant questions which are in some way the question-arousing matters in my mind. The first is why teachers should be part of the teacher training process. The second question is about how a trainee learns to teach. In answering these questions, Maynard and Furlong explore a number of models of mentoring: the apprenticeship model, the competency model and the reflective model (p. 2). There are several definitions of mentoring in the literature. Foremost, mentoring involves communication and is
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