Special Issue on
Increasing heterogeneity, varying language proficiencies and diverse sensitivities challenge traditional pedagogies in a classroom today. Degrees and diplomas do not prepare teachers and researchers to deal with onsite challenges and predicaments. The transformative potential of schools and colleges can be realised only through continued professional development of its faculty. The concept of mentoring teachers to become effective mentors themselves has received little attention in teacher training programmes. One has usually relied on the experience of a senior to help sail through implementation of state set standards and to manage diversities in a classroom.
Extensive studies by scholars ratify the success of mentoring programmes in developed countries. According to Head, Reiman and Thies-Sprinthall (1992) the core of mentoring lies “in the value and worth of people and an attitude toward education that focuses upon passing the torch to the next generation of teachers.” A well-structured mentoring program not only helps in the professional development of teachers but also goes a long way in their psychological well-being. It enhances the ability to analyse statistics, prepare lesson plans, nurture pedagogical skills, identify students with special skills including slow learners, aids in development of targeted approaches, reflect on existing strategies and practices and much more. In India, mentoring and the roles, responsibilities and attributes of a mentor needs to be taken with systemic seriousness and should be viewed holistically as a multi-dimensional complex process of guiding, nurturing and honing different competencies. The need of the hour is to discuss, reflect and develop well strategized mentoring programmes for teachers in schools and colleges. This special issue of Fortell on ‘Mentoring teachers and researchers’ seeks to open a dialogue on the need and efficacy of such programmes in creating resources in teachers which are in sync with the changing needs of the learners.
Submissions need not be restricted to some sub themes mentioned below:
• Impact of mentoring
• Mentoring in pre-service and in-service teacher training and education
• Teacher research mentoring
• Mentoring courses and mentor mentoring
• Online mentoring
• Evaluation of existing mentoring programs
Apart from the theme area, articles of general and wider interest to teachers of English language and literature are also welcome.
Fortell, a peer-reviewed journal of the Forum for Teachers of English Language and Literature, is published bi-annually in January and July by FORTELL, New Delhi. Copyright for the individual contribution rests with the author. However, Fortell should be acknowledged as the original source of publication in a subsequent publication. Fortell retains the right to republish any of the contributions in its future publications or to make it available in electronic form for the benefit of its members.
GUIDELINES FOR SUBMISSION
Soft copies of research papers ( not exceeding 4000 words inclusive of abstract, key words and references), book reviews (750-1000 words), reports (500-750 words), language games/activities (400-500 words) should be sent along with a brief bio-note of about 30 words to the Coordinating Editor at firstname.lastname@example.org. Each article should include an abstract of 100-150 words and 5-6 keywords. Articles should conform to the 7th edition of the APA style sheet in format, citations and bibliography. Please look up the website http://www.fortell.org/ regarding guidelines for submission of the manuscript.
The contributors should also give a declaration (as per the Contributor’s Declaration Proforma) that the paper is original and does not violate the copyright law and it has not been published in any form elsewhere before. The contributors should clearly indicate their name, email address, mobile number and complete mailing address with the pin code.
Last date for submission: July 31, 2021
Dr Gitanjali Chawla, Associate Professor, Department of English, Maharaja Agrasen College, University of Delhi.
Dr Ravinarayan Chakrakodi, Professor, Regional Institute of English South India, Jnanabharathi Campus, Bengaluru