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Four mentor teachers and four mentee focus groups participated in open interviews, and their portfolios were reviewed to identify key themes for building mentoring culture where mentoring practices were previously limited. Findings highlight individual, collegial, and institutional dimensions as critical for implementation, especially under curricular reform pressures. Mentoring is presented as a mixed concept that can feel hierarchical yet remains an essential professional development tool, supporting a shift toward a collaborative Balkanization culture.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/introducing-teacher-mentoring-in-kosovo-schools-potential-and-challenges-for-sustainability/597988/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/introducing-teacher-mentoring-in-kosovo-schools-potential-and-challenges-for-sustainability/597988.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the focus of the study on mentoring in Kosovo schools?","Question",{"text":112,"@type":113},"The study focused on lessons learned from introducing a teacher mentoring culture within a professional development program in selected pilot schools in Kosovo.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the research and what materials were analyzed?",{"text":117,"@type":113},"Four mentor teachers and four mentee focus groups took part in open interviews, and their portfolios were examined.",{"name":119,"@type":110,"acceptedAnswer":120},"What dimensions were identified as critical for establishing a mentoring culture?",{"text":121,"@type":113},"The research identified individual, collegial, and institutional dimensions as critical for successfully introducing the mentoring culture.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597988,1792161108,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability  \nEda Vula*1, Fatlume Berisha2, and Blerim Saqipi3  \n• This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a school mentoring culture in a system that had lacked mentoring practices and is embarking on an ambitious curricular reform were identified. The study revealed that individual, collegial and institutional dimensions are critical in attempting to introduce the mentoring culture. The study concluded that mentoring is a mixed concept and is viewed as hierarchical but is, nevertheless, an important professional development tool for teachers who are facing the pressure of the reform. This formalized way, known as “Balkanization” culture, marks a critical step towards developing a collaborative school culture as the desired end point.  \nKeywords: mentoring, relationship, Kosovo, mentor, mentee  \n1 *Corresponding Author. University of Prishtina ‘Hasan Prishtina’, Faculty of Education, Kosovo; [eda.vula@uni-pr.edu](eda.vula@uni-pr.edu)  \n2 University of Prishtina ‘Hasan Prishtina’, Faculty of Education, Kosovo  \n3 University of Prishtina ‘Hasan Prishtina’, Faculty of Education, Kosovo  \nUvajanje učiteljevega mentoriranja v kosovskih šolah – možnosti in izzivi za trajnost  \nEda Vula*, Fatlume Berisha in Blerim Saqipi  \n• V prispevku je predstavljena analiza izkušenj ob uvajanju kulture učiteljskega mentoriranja v programu strokovnega razvoja učiteljev v izbranih pilotnih šolah na Kosovem. V odprte intervjuje so bili vključenih štirjeučitelji mentorji ter štiri fokusne skupine mentorirancev in mentorirank. Poleg tega so bili analizirani tudi njihovi portfolii. Prepoznane so bile teme, ki so pomembne za razvoj kulture mentoriranja v šolah, v katerih tovrstna praksa ni dobro razvita, se pa šole spoprijemajo z ambicioznimi kurikularnimi reformami. Raziskava je pokazala, da so pri uvajanju kulture mentoriranja pomembne individualna, kolegialna in institucionalnadimenzija. Sklepna ugotovitev analize je, da je mentoriranje mešan koncept, prepoznan kot hierarhičen, kljub temu pa je pomembno orodje pri profesionalnem razvoju učiteljic in učiteljev, ki se spoprijemajo s pritiski reform. Formalizirana pot, poznana kot »balkanizacijska« kultura, zaznamuje kritični korak k razvijanju sodelovalne šolske kulture, kar je želena ciljna točka.  \nKljučne besede: mentoriranje, odnosi, Kosovo, mentor, mentoriranec  \nIntroduction  \nIn the previous two decades, mentoring practices have been used throughout the world to support school-based practices (Harrison, Dymoke,& Pell, 2006) and teacher educational reforms (Musanti, 2004) . Through the sustained mentoring program, the mentor comprehensively assists the teachers in developing teaching practices, curricula, instructional techniques, and enhancement of their reflections on their work (Woosley & Tiarks, 2003) . Moreover, the mentoring process is used to help build a strong professional culture of teaching and learning, while simultaneously improving the classroom teaching practices ofall the teachers in the school (Hargreaves & Fullan, 2000) . Through mentoring, special attention is also given to the student learning and outcomes reached (Mathur, Gehrke, & Hee Kim, 2012) .  \nOne of the greatest benefits of the mentors is the enhancement of the mentees’ reflective practices, which helps them develop responsibilities, and build skills and self-confidence (Mathur, Gehrke, & Hee Kim, 2012). According to Hargreaves and Fullan (2000), mentors benefit from mentees by building new insights into their teaching, new relationships, enthusiasm, and commitments. Additionally, the mentorship experience within the school influences","cbCaigdYDMu1TI8o","https://ap.wps.com/l/cbCaigdYDMu1TI8o","pdf",190525,16,"English","# Introduction\n## Mentoring practices and teacher reforms\n## Benefits for mentors and mentees\n## Balkanization vs. collaborative school culture\n## Context of education reform in Kosovo","[{\"question\":\"What was the focus of the study on mentoring in Kosovo schools?\",\"answer\":\"The study focused on lessons learned from introducing a teacher mentoring culture within a professional development program in selected pilot schools in Kosovo.\"},{\"question\":\"Who participated in the research and what materials were analyzed?\",\"answer\":\"Four mentor teachers and four mentee focus groups took part in open interviews, and their portfolios were examined.\"},{\"question\":\"What dimensions were identified as critical for establishing a mentoring culture?\",\"answer\":\"The research identified individual, collegial, and institutional dimensions as critical for successfully introducing the mentoring culture.\"}]","Introducing Teacher Mentoring in Kosovo Schools - Potential and Challenges for Sustainability | PDF",1792086088]