Mentoring & Supervision (257 items)To section archive

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This study aimed to identify what mentors observe and record as pertinent towards providing feedback. The participants were 24 mentors. The results revealed that mentors’ observations with both positive and constructive criticisms clustered around three broad dimensions, namely: (1) visual, (2) auditory and (3) conceptual. The findings reveal that the mentors’ constructive criticisms were mainly based around the auditory dimension.
Published: 2016
Updated: Aug. 26, 2018
This review examined what the research has revealed about the coaching interactions between cooperating teachers and preservice teachers around practice. The authors identified 46 studies as meeting the criteria for inclusion. The analysis yielded fourteen findings with varying levels of support. The authors have grouped these findings for presentation purposes around four areas: current practices and conditions, innovations in practice, relationships and tensions and local contexts and teaching practices.
Published: 2015
Updated: Aug. 15, 2018
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