Search results for: Mentoring
Page 8/17 165 items
This study investigated the influence of only two factors on students’ willingness to mentor: a personality-related factor (altruism) and a contextual factor (organizational culture). The quantitative analysis shows that organizational culture and altruism significantly impact students’ willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. The study suggests that universities do have a role to play in promoting students’ interest in peer mentoring programs through the development of a culture of support and mutual help.
Updated: Aug. 30, 2015
How Different Mentoring Approaches Affect Beginning Teachers’ Development in the First Years of Practice
The purpose of this study is to examine whether quality and frequency of mentoring predict beginning teachers’ development of professional competence and well-being in the first two years of their career. Findings indicate that the quality of mentoring rather than its frequency explains a successful career start. Additionally, beginning teachers who experience constructivist mentoring show higher levels of efficacy, teaching enthusiasm, and job satisfaction. Constructivist mentoring also reduces emotional exhaustion after one year of training compared to teachers without constructivist mentoring.
Updated: Mar. 02, 2015
This review summarizes 20 published studies on undergraduate mentoring programs from 2008 to 2012. The results indicate minimal progress has been made in these three areas. However, every study included the functions of mentoring, and most studies were guided by a theory or a conceptual framework. Finally, information on primary mentoring program components, another dimension not previously examined, was absent in 75% of studies, making replication difficult.
Updated: Feb. 17, 2015
This study examines the evolution of one novice’s teacher’s informal virtual mentoring network to determine if characteristics of traditional mentoring networks and relationships mirror characteristics of a Twitter mentoring network. Results indicate that the novice teacher’s network was used primarily to seek information from other professionals, since her two primary informal mentors were secondary mathematics teachers. Novice teachers typically have more information needs than more experienced teachers and would likely need to ask more questions and have fewer resources to share than experienced teachers. Furthermore, the frequency of interactions decreased over time despite the potential ease of posting to Twitter.
Updated: Feb. 15, 2015
This study investigated the differences between trained Clinical Faculty (CF) and untrained cooperating teachers (CTs) in terms of their sense of self-efficacy for mentoring student teachers; ratings of student teachers’ performance; new teachers’ perceived competence; and new teachers’ perceived impact on K-12 student learning and development. The findings reveal that trained Clinical Faculty tended to have greater self-efficacy for mentoring. The findings showed that greater accuracy in assessing student teacher performance may result in stronger actual performance of student teachers placed with CF as compared to those placed with untrained CTs, as evidenced by comparably higher evaluations by university supervisors.
Updated: Feb. 10, 2015
Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-development
This article aims to examine contested practices of mentoring of newly qualified teachers within and between New South Wales in Australia, Finland and Sweden. The meta-analysis revealed three main archetypes of mentoring: mentoring as supervision, mentoring as support, and mentoring as collaborative self-development. These three different views of mentoring are found in Australia, Sweden and Finland. The authors suggested that these three different archetypes of mentoring form very different dispositions in mentees and mentors.
Updated: Jan. 18, 2015
This paper advances beyond a definition toward a common framework for specifying mentoring models. Sixteen design elements were identified from the literature. These design elements were tested through specification of two different mentoring models from higher education contexts.
Updated: Aug. 24, 2014
There is difficulty finding induction-level mentors that possess similar or the same teaching credentials or teaching assignments as mentees in the same schools or geographical regions, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors. This article presents the findings from research using a mixed methods design investigating novice special education teacher knowledge of professional competencies and the participant’s perceptions of effectiveness of induction-level mentoring through the pilot use of an electronic mentoring program.
Updated: Mar. 18, 2014
This study aimed at developing a culturally responsive scheme for inducting and mentoring Emirati novice teachers. The aim of this study was to reach consensus over the different components necessary for an induction programme responsive to the United Arab Emirates (UAE) context. Utilising a modified Delphi technique, quantitative and qualitative data were collected over three rounds. The scheme shares many of the bases of induction and mentoring programmes. However, three differences are evident: formative and summative assessments are carried out by a committee, the programme should only last for one year, and passing the induction programme should be enough – no teaching licence exam is required.
Updated: Mar. 17, 2014
This article presents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. In this literature review, the author summarized the distinct perspectives that have been theorized and researched. He also reviewed several typologies including peer mentoring, one-to-many mentoring, and many-to-one mentoring, and many-to-many mentoring that have been identified in the research. Finally, he identified significant gaps that exist in the study of group mentoring.
Updated: Mar. 11, 2014