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Educator Development for ICT Framework


There is a wide variety of interpretations of mentorship, depending on the context and the personalities involved. The intention of the mentorship programme is that it should

The suggested model of mentorship for use in SchoolNet educator development is that of a reflective practitioner. The role of the mentor is to promote the development of the learner (educator) by helping the learner to reflect on practice. The mentor is a guide, rather than a provider of knowledge.76 The mentor is supported by a body of knowledge (the course materials). The mentor is there to provide support and to assist in interpretation and analysis as the educator works through the course materials. The materials as such should provide most of the information and authentic challenges. The materials should encourage the collaborative team members to reflect, plan and implement. The mentor is a facilitator in this process. This is a strategic action more than a training activity on behalf of the mentor. The mentor facilitates ongoing group interaction, and encourages and counsels when it is required. Mentoring in this context is a supportive function.

Guidelines for mentorship

Mentors should be able to:

Public self



Blind self

(unknown self)

Self-disclosure (sharing)


Dark self

(undiscovered self)


Hidden self

(private self)

Mentorship is primarily aimed at challenging the unknown elements (blind self) in the learner. It is an act of helping learners see themselves, others and the world around them in more creative ways.75 Successful mentorship and support could lead to further self-discovery by the learner, but it is not the role of the mentor to seek involvement in this area of support.

Criteria for providing online support

Course developers should:

Figure 1 and 2 below give you an overview of the role of the mentor in the distance learning process.

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Figure 1 - The Organisation of distance learning

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Figure 2  - The Reflective Learning Process

Last updated: 2 June 2000