Mentoring at university: the project “Mentors for teaching” at Palermo University


  • Ettore Felisatti Pensa MultiMedia Editore
  • Onofrio Scialdone
  • Marcella Cannarozzo
  • Silvia Pennisi


The qualification of faculty teaching competences in higher education is nowadays an important aim pursued by academic institutions in order to innovate teaching and learning (Sursock, 2015;
Gaebel & Zhang, 2018; QUARC_Docente, 2017). The research in the field suggests adopting within staff development programs methodologies that foster active involvement, mutual exchange,
sharing of values and practices, following a faculty learning community approach (Cox, 2004). In this context, mentoring represents a crucial experience to improve the faculty professional action in teaching as well as the organizational socialization (Underhill, 2006; Johnson, 2015). Mentoring is based on interventions to guide and support the improvement in teaching and learning (Sorcinelli & Yun, 2015), but the literature offers several models with specific organizational and relational approaches. The project “Mentors for teaching” carried out at Palermo University adopts a peer mentoring approach as mutual support between mentors and mentees. The project is framed in a community that investigates, reflects and creates strategies towards continuous development.



How to Cite

Felisatti, E., Scialdone, O., Cannarozzo, M., & Pennisi, S. (2019). Mentoring at university: the project “Mentors for teaching” at Palermo University. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (23), 178–193. Retrieved from