Negotiating professional learning relationships in the cross-cultural school improvement context of Abu Dhabi, UAE
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This study uses hermeneutic phenomenology to explore the uniquely-lived experiences of Western education advisors who lead teachers’ professional learning through mentoring in the cross-cultural school improvement context of Abu Dhabi, UAE. It specifically examines those dynamics that support or hinder the efficacy of education advisors, revealing the complexities of working in cross-cultural mentoring relationships. The findings, represented in a framework of cross-cultural mentoring interactions, indicate powerful connections between the elements of person, culture and context.
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