Mentoring & Supervision (255 items)To section archive

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This article explores how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. The authors argue that the findings provide a greater understanding of the dynamics of mentoring relationships. The findings suggest that the causes of toxic mentoring are complex and influenced by factors that include mentor motivation and emotional intelligence.
Published: 2016
Updated: Jul. 10, 2018
This study examines how students perceive a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. The findings reveal that the students' experiences of participating in peer mentoring group were positive. The findings also highlighted the importance of prospective teachers having authentic connections to working life and colleagues already during initial education. The findings also show that experiences varied in terms of depth and effectiveness and the kind of learning that they promoted. The students considered the activity as (1) a coffee break, (2) peer-support, (3) identity construction and (4) a professional community.
Published: 2017
Updated: Jul. 01, 2018
This study aimed to explore the experiences of administrative interns and mentors at the completion of their experience. The authors were interested to examine the interns' types of activities, and interactions with mentors with a particular focus on the degree to which these were passive or active. The authors argue that the findings reveal that ongoing dialogue is critical among the research team, but also among stakeholders such as the intern, site-based mentor, university supervisor, and instructors about what constitutes active involvement and what specific activities and experiences will most effectively prepare aspiring leaders for contemporary school leadership positions. The authors conclude that many interns reported a sense of completing the internship with compliance and were focused on simply completing time logs and getting in the hours. Hence, they suggest that teacher education programs must move internships from compliance-based activities to meaningful and authentic learning experiences.
Published: 2013
Updated: May. 27, 2018
This study aimed to identify mentor behavioral profiles associated with mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. The authors conclude that this study identified four mentor behavioral profiles characterized by various degrees of structure, engagement, autonomy support, and competency support. The findings showed that college students exposed to these different profiles perceived the quality of the mentoring relationship (QMR) differently, as well as the usefulness of mentoring and their social adjustment to college.
Published: 2017
Updated: May. 03, 2018