Source: Mentoring and Tutoring: Partnership in Learning, Volume 16, Issue 2 May 2008 , pages 109 – 124
Universities worldwide are developing peer mentoring programmes to assist first-year students' transition into university life. Awareness of the mentees' experiences in the mentoring programme - the successes and challenges - contributes to ongoing planning for successful transition for first-year students. Also, understanding the mentors' experiences can contribute to the success of the programme and, more importantly, can lead to strong self efficacy for the mentors.
This qualitative study appraises a mentoring programme for first-year undergraduate students from the mentors' perspective. The mentors' experiences, both positive and negative, are discussed and a relational model of mentoring is presented. The results of this inquiry have implications for the development of future mentoring programmes, particularly in terms of mentor recruitment and preparation, if first-year students are to be effectively oriented and supported in their transition to university study.
- Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science
- Mentors' Written Lesson Appraisals: The Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-Service Teachers' Perceptions of Content