Meanings attributed to the mentoring program implemented in a higher education institution
Keywords:inclusion, mentoring, meanings, roles played in mentoring, higher education
Introduction: The present work is based on the interest in monitoring the processes developed and experienced under the Mentoring Program of a higher education institution, during the academic year 2019/2020. The implementation of the principles of inclusive education in higher education is a challenge to the institution itself, teachers and students, which can be realized in the implementation of Mentoring Programs.
Objectives: To understand the significance of the implementation of the Mentoring Program for students; Recognize which were the main roles played in mentoring.
Methods: This study starts from the entry into the field in the Mentoring Project existing of a higher education institution, through the methodological tools of the descriptive and exploratory study, of a qualitative nature. The sociopoetic methodology was used to approach the data collected in the study's database: “Inclusive practices at the institution: Perceptions about the Implementation of a Mentoring Program”.
Results: The results, obtained subjectively and empirically, allowed us to conclude that from "Meaning Attributed to the Implemented Mentoring Program" nine categories emerged, namely: "Meaning attributed to the moment when it started"; “Meaning attributed to the form of selection of the mentor-mentored pair”; "Meaning attributed to the guidelines received"; “Meaning attributed to the functions attributed to the tutor”; “Meaning attributed to the functions assigned to the mentor”; “Meaning attributed to the frequency and duration of the meetings”; "Meaning attributed to the established Mentoring relationship"; "Meaning attributed to the continuity of the Program in the institution" and "Meaning attributed to the value attributed to the Program".
Conclusion: This research work provided another approach to Mentorship in terms of form and style. However, there should be no doubt that Mentoring is always an instrument for the inclusion of all students, regardless of their individual characteristics, and the mentor must be supportive, a source of support, a support, not assuming protagonism, since the centre of the Mentoring Program are students and their full inclusion in the institutional and academic universe.
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