Search results for: Mentoring
Page 6/17 165 items
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.
Updated: Dec. 04, 2016
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
In this article, undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. The authors identified two sets of goals for this project; one set for the students and one set for the professor. The authors conclude that the experience was mutually beneficial to the students and the faculty member, and it acknowledges mentoring as a meaningful pedagogy for higher education and undergraduate archival research.
Updated: Nov. 30, 2016
The purpose of this study was to understand the ways in which undergraduates grew and developed through participation in a holistic peer-mentoring experience. Twenty-two patterns of protégé growth emerged from the analysis of the data, which were organized conceptually into six overarching, emergent themes of protégé development: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical wellbeing, and aspiration. The authors argue that the very high rates of protégé growth within the themes of academics, social connectedness, and maturity raise the possibility that growth in these thematic dimensions may be synergistic and mutually reinforcing.
Updated: Nov. 07, 2016
The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers
In this article, the authors examine the knowledge and practice base of content-focused mentoring drawing from the wisdom of practice of a community of content mentors. The authors reveal three themes: (1) developing novices’ content teaching is a distinct and critical mentor role; (2) to support this role, experienced content mentors identified a complex knowledge/practice base, with mentors’ PCK and knowledge of assessment for content teaching as the most frequently reported domains; and (3) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, as well as, tensions between content-focused and socio-emotional mentor roles.
Updated: Sep. 14, 2016
The purpose of this review was to systematically identify and analyze relevant scholarly sources that represent existing research on mentoring in educational development, i.e. in relation to practices, processes and effects of mentoring for university teaching. The findings reveal that The findings reveal that there was a lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies.
Updated: Aug. 31, 2016
The purpose of this study was to examine the attitudes of mentors, mentees, and principals pertaining to the first year of mentoring in an induction program. The findings revealed that principals noted little concern with program components and appeared the most satisfied with the mentoring program as a whole. Subsequently, mentors had more positive attitudes than did mentees across grade span, and mentees at the elementary school level had the most positive attitudes among all mentees across grade span. In addition, it was most important to elementary school teachers to participate in mentoring, and also to observe veteran teachers as part of their mentoring activities.
Updated: Aug. 30, 2016
All’s Well? New Zealand Beginning Teachers’ Experience of Induction Provision in their First Six Months in School
The purpose of this study was to examine beginning primary teachers’ perceptions of their induction and mentoring experiences in their first six months of teaching. Furthermore, the findings show that while all of the beginning teachers were allocated a mentor in line with New Zealand requirements, the majority received little or no evaluative feedback on their teaching. In this study less than one-half of the beginning teachers experienced induction that is anchored in a community of learners who are committed to effective teaching.
Updated: Jul. 06, 2016
Evidence of Mentor Learning and Development: An Analysis of New Zealand Mentor/Mentee Professional Conversations
This study examines dialogue for evidence of inquiring habits of mind within mentor–mentee interactions. The findings revealed that learning and development was found but at differential rates not necessarily related to experience as a teacher or mentor prior to the programme. Furthermore, while the goals typically aligned with the philosophy of the programme, conversation content analysis revealed a discrepancy between intended goals and actual conversation.
Updated: Jun. 29, 2016
The purpose of this study was to gain a deeper understanding of mentor preparation and learn more about how formal education can prepare mentors for their role. Therefore, questions were asked about why teachers participate in mentor education and their perceived learning outcome, as well as what parts of the programme they find valuable. The findings reveal that students in the mentor education programme seem to be intrinsically motivated, given that they enrolled in the programme without any benefit except from their own satisfaction. Furthermore, the programme provided the participants with concepts that made it possible to talk about mentoring. In addition, during the programme their focus changed from themselves and what to do to focus on the other and facilitating others’ developments. During the programme they became more confident in their roles as mentors.
Updated: Jun. 19, 2016
The purpose of this study was to examine one mentor as she assisted three beginning teachers to shift their teaching practice to a more robust understanding of a high-leverage practice, discussion-based teaching. The mentor met each beginning teacher where they were in their development, and took on the authority to move each of them forward as they embraced features of a complex practice related to reform-based teaching. Rather than facilitating learning ordinary practices, this mentor provided an image of an exemplar. She provided an image of the possible as she helped beginning teachers learn the power of local knowledge from teachers who took on teacher educator roles, who pushed back against institutionalized norms of learning to teach alone or learning to teach the scripted curriculum.
Updated: Jun. 01, 2016