ABSTRACT

This study focuses on the impact of mentoring in Jewish day schools through the lens of cross-cultural considerations. The researchers examined the influence of differences in culture and religion on mentoring relationships and professional growth experiences. Findings indicate that building bridges of understanding and trust in a cross-cultural mentoring environment, requires the viewing of teacher mentoring as context-specific. Mentoring is strengthened when mentors become familiar with the school community and exhibit a respectful, and non-judgmental attitude toward the unique religious and cultural elements of the school community. Findings from the study provide an important contribution to discourse about teacher mentoring through a new and unique lens that focuses on cross-cultural relationships and their potential to enhance professional development and learning opportunities for teachers and mentors.

摘要

这项研究着眼于跨文化考虑的视角，探讨了在犹太走读学校中进行指导的影响。研究人员研究了文化和宗教差异对指导关系和职业成长经历的影响。研究结果表明，在跨文化导师环境中架起理解和信任的桥梁，需要将教师导师视为特定于情境的。当导师熟悉学校社区并且对学校社区的独特宗教和文化元素表现出尊重和非评断的态度时，辅导就会得到加强。