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nazarbayev international schools kazakhstan mentoring mentee resistance educational reform

Definitions of Mentee Resistance to Mentoring: Experiences of International Teacher Mentors in Kazakhstan’s Nazarbayev Intellectual Schools

Phillipa Schulleri , Bahaa Khairy Saleh

In Nazarbayev Intellectual Schools, international teachers, who were in mentorship positions were interviewed for their experiences with mentee resist.

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In Nazarbayev Intellectual Schools, international teachers, who were in mentorship positions were interviewed for their experiences with mentee resistance to mentoring. In this paper, the authors investigate aspects of the perception of resistance to mentoring in the program for long-service teachers. It is the aim of this paper to explore the definitions that mentors attach to resistance, based on their experiences in one NIS School. The questions to be answered were how the mentors defined mentoring, and how the mentors experienced resistance from their mentees. Semi-structured interviews were conducted face-to-face. The mentor responses were captured on a dictaphone, and transcribed later. Eleven teachers participated in the interviews. The definitions of mentoring resistance were examined in seven categories as hesitation, stagnation, body language, fear, unavailability, and mistrust of the mentor. Stagnation was the largest category, displayed by unwillingness to try new things, unwillingness to see own limitations, close mindedness, unwillingness to see own weakness, and passivity in action.

Keywords: Nazarbayev International Schools, Kazakhstan, mentoring, mentee resistance, educational reform.

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