Mendeley
TY  _  JOUR
ID  -  1401062339344
TI  -  A Peer Mentoring Model for Professors at Teacher Training University: A Grounded Theory Approach
JO  -   Quarterly Journal of Training and Development of Human Resources
JA  -  ES
LA  -  fa
SN  -  2423-3277
AU  -  ozaei nasrin
AU  -  assareh alireza
AU  -  Mehrmohammadi Mahmoud 
AU  -  emamjomeh mohamadreza
AU  -  ahmadi gholamali
AD  -  دانشگاه رجایی
AD  -  عضو هیئت علمی دانشگاه تربیت دبیر رجایی
AD  -  تربیت مدرس
AD  -  عضو هیات علمی دانشگاه تربیت دبیر شهید رجایی
AD  -  عضو هیئت علمی دانشگاه تربیت دبیر رجایی
Y1  -  2023
PY  -  2023
VL  -  37
IS  -  
SP  -  59
EP  -  85
KW  -  peer mentoring program
KW  -   professors
KW  -   Teacher Training University
KW  -   foundation data theory
DO  -  
N2  -  Peer mentoring could be mentioned as one of the novel approaches for professional development of university professors. The present study sought to propose a model for the peer mentoring program which could be employed by the professors of Teacher Training University. The statistical population included all the professors at the Teacher Training Universities and the sample were selected through criterion sampling which is considered as a variation of purposive sampling. The study data were collected through semi-structured interviews with 15 professors from Teacher Training Universities of Alborz and Tehran provinces. In the next step, open, axial and selective coding methods were used in order to analyze the data. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research revealed thirty-five core concepts and eleven selected categories, which were organized and presented in the form of a paradigm model including planning and formulation of macro strategy, needs assessment, attitude, organizational structure redesign, revision and refinement of laws and designing a new performance evaluation system as the core subject and causal conditions (individual and organizational factors), contextual factors (environmental and organizational factors), facilitating intervention conditions (information and media literacy, professional ethics, support, mentoring relationship and job turnover, realism and revision in recruitment policy), limiting intervening conditions (politicization, materialism, weak human resource management, traditional view toward human resources, structural weakness, formalization and temporary view) and outcome (professional growth and development of Teacher Training University professors). 
UR  - rimag.ir/en/Article/39344
L1  - rimag.ir/en/Article/Download/39344
ER  -  
