International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
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288 items
71
This study investigates mentor teachers’ and student teachers’ perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. The findings revealed that emotional and academic support, an open line of communication and feedback were regarded as key elements of a positive mentoring relationship by both parties. However, a key difference was shown in the participants’ perceptions toward the impact of the mentoring relationship on student teachers’ identity. The research found that student teachers considered the impact of the mentoring relationship on their identity development to be highly significant, whereas only three mentor teachers held this view.
Published: 2016
Updated: Jan. 11, 2017
72
The purpose of this study was to develop and validate a scale to assess peer mentoring practices that aim to enhance learning. The findings from interviews were used to develop items. The 11-item form was administered to 126 college students. After the confirmatory factor analysis, the scale took on its final form with 10 items in 3 factors as Contribution to Mentee, Mentor Characteristics, and Peer Relationships.
Published: 2015
Updated: Jan. 01, 2017
73
This study aimed to construct and validate a tool to measure the supportive behaviors of mentors participating in school-based mentoring programs. The mentor behavior scale (MBS) was developed drawing on the premises of the mentoring sociomotivational model. The questionnaire has good internal consistency coefficients and adequate factorial structure, with the exception of the factor autonomy support. Moreover, three dimensions of the MBS predict mentoring relationship quality and the perceived usefulness of the intervention.
Published: 2015
Updated: Jan. 01, 2017
74
In this article, the authors draw on a community of practice perspective to examine and understand the complex and emerging nature of an informal peer mentoring community composed of beginning education faculty members from different institutions. The authors conclude that the goal in this paper is to describe an alternative form of mentoring based on a community of practice. The structure of the group is influenced dually by the individuals in the group and the external circumstances. As faculty members become more diverse, alternative methods of mentoring are needed to support smooth transitions for new faculty and to support existing faculty as they undergo transitions later in their careers.
Published: 2013
Updated: Jan. 01, 2017
75
The first purpose of this article is to contribute to the field of mentoring by investigating whether and how university-based mentor education challenges mentors’ beliefs about mentoring. The second purpose is to explore judge mentoring as a quantitative construct, and to test whether self-efficacy related to their mentor role, role clarity, mentor experience and formal mentor education have influence on beliefs consistent with judge mentoring. The findings indicate that mentor education contributes to lower levels of beliefs consistent with judge mentoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judge mentoring.
Published: 2015
Updated: Dec. 27, 2016
76
The purpose of this study is to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. Specifically, this study aims to test the proposal by Gravells (2006) that mentoring is optimized when the mentor exhibits both a maieutic approach and significant involvement in the relationship. The results confirm the proposal by Gravells (2006) to the effect that low directivity combined with a high level of mentor involvement in the relationship is likely to generate greater positive outcomes for the mentee. Conversely, a directive style with a low level of involvement leads to poorer results for the mentee, which also suggests that this type of mentoring relationship may be detrimental.
Published: 2013
Updated: Dec. 14, 2016
77
This article aims to examine the usability of the Cultural Framework Analysis Process, a strategy designed to examine cultural factors in mentoring endeavors and to identify whether there are patterns of cultural elements that served to hinder or facilitate mentoring programs across a variety of organizations and contexts. The process also involves identifying methods for overcoming the barriers and enhancing the facilitating factors.
Published: 2015
Updated: Dec. 05, 2016
78
In this article, the authors examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context.
Published: 2014
Updated: Dec. 04, 2016
79
The author argues that the traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and the rapidly changing landscape in higher education. Building a mentoring network with different levels and types of mentoring can help new faculty meet these challenges.
Published: 2014
Updated: Dec. 04, 2016
80
This article explores organizational and peer dynamics that impact the potential for productive, trusting peer relationships. Findings indicated that trust in a reciprocal peer coaching context is formed through the development of emotional attachment and mutual confidence enhanced by confidentiality. In addition, the openness that comes through trusting enough to make ourselves vulnerable leads to the confidence to share plans for the future and to reveal important values.
Published: 2012
Updated: Nov. 30, 2016