In WP1, the project’s monitoring and evaluation process involves two main approaches. Firstly, participants in the mentorship program, both mentors and mentees, engage in a self-evaluation process in alignment with adult learning theories. This process includes setting personal development goals, uploading teaching videos for self-evaluation and evaluation by experienced teachers, writing reflective notes, and assessing the program’s modules. Secondly, expert evaluation is conducted by academic staff and experts within participant organisations to assess the performance of mentor and mentee teachers. Throughout the project, participant countries will have access to the web portal to monitor activities and ensure mentees upload videos and mentors evaluate them, using checklists created for this purpose. The assessment and evaluation methods include various checklists for self-assessment, evaluation of mentors and mentees, and program evaluation to track progress and improvement.
WP2 focuses on comprehensive data collection and assessment throughout the e-mentorship program. It begins with a needs analysis to understand the requirements of both novice and experienced early years teachers, which will guide the development of e-learning modules. Teachers will be encouraged to provide feedback and write reflective notes after each mentorship session, forming the core research data. This data will then be evaluated and used to refine the e-mentorship program. Each country involved will generate final reports on the process and translate them into English for sharing with partner countries. The package concludes with a collaborative meeting in Poland where partner countries will share experiences, discuss outcomes, and plan to disseminate research outputs.
WP3 focuses on developing e-learning modules to train mentor candidates. The project aims to establish an effective one-to-one e-mentorship program for novice preschool teachers. This program seeks to facilitate the adaptation of novice teachers to the teaching profession, enhance their teaching quality, and provide a platform for exchanging experiences between novice and experienced educators. WP3 recognises the importance of well-trained mentors in achieving the project’s main objectives, which include improving the competence of educators, offering high-quality learning opportunities, and providing support to teachers when needed.
WP4 focuses on creating e-learning modules for mentorship training, enabling mentor candidates to access training and acquire the skills necessary to mentor novice teachers. The project aims to develop a robust online learning platform that facilitates mentor training, matches mentors with mentees, and initiates, sustains, and evaluates the mentorship process. This implies that all critical activities related to the mentorship program will be conducted online, emphasising the importance of establishing a robust web portal to manage a large-scale mentorship initiative effectively.
WP5 focuses on disseminating the project and its results, emphasising the importance of reaching internal and external audiences. The plan outlines specific methods and target groups to effectively introduce, promote, and deliver the project’s outcomes to various stakeholders across diverse geographical areas, ultimately ensuring the widespread impact and awareness of the project’s objectives and achievements.
Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.