Search results for: Mentors
Page 2/22 214 items
Mentors’ Behavioral Profiles and College Adjustment in Young Adults Participating in an Academic Mentoring Program
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.
Updated: May. 03, 2018
What Can Experienced Teachers Learn from Newcomers? Newly Qualified Teachers as a Resource in Schools
This study aims to learn more about new teachers’ perceived strengths, and how these contribute to the schools where they are applied. The findings reveal that new teachers as resources are not used in a positive way in their workplaces, even though more experienced teachers can learn from them. The authors conclude that providing new teachers with a good start means nurturing their strengths and creating an environment with a culture of sharing and cooperation with mutual exchange and challenging of ideas and experiences. Both new and experienced teachers benefit from this.
Updated: Apr. 24, 2018
An Analysis of Beginning Mentors’ Critical Incidents in English Post-Compulsory Education: Navigating Stormy Waters
This study examines the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It aims to investigate ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. The authors used critical incidents methodology to categorize different types of professional experiences that mentors encountered and describes the strategies and rationales mentors used to support mentees. The authors conclude that the case studies represented examples of the dilemmas that mentors faced in post-compulsory education and demonstrated that mentoring is complex, and mediated by mentors’ motivation and values.
Updated: Apr. 22, 2018
‘I Owe to My Tutor Much of My Professional Development’: Looking at the Benefits of Tutoring as Perceived by the Tutees
This article presents a model of professional development that involves tutoring/mentoring. It also focuses on the interaction between tutor and tutee as perceived by the tutees. The study also found that tutees noted the required characteristics of a tutor. Furthermore, the authors identified three groups of elements regarding tutor's role as the most beneficial to the participants’ professional development, namely: modelling; usage of reflective methods; and bridging between the individual and the group. Finally, the participants in the study related to two central elements in tutors' work: professional and interpersonal.
Updated: Feb. 21, 2018
This study aimed to examine practicing mentor teachers (MTs) and prospective teachers' (PSTs) perspectives on their experiences in co-learning events. The findings reveal there is evidence of a personal orientation toward mentoring interactions among both PSTs and MTs. MTs noted that the co-learning events helped them connect with and build relationships with PSTs, in particular the sessions when MTs joined the PSTs in their methods courses. MTs saw these personal connections to PSTs as supporting their ability to serve as mentors. However, the authors also found that some PSTs resisted the positioning of MTs as learners during particular co-learning events. PSTs said that they considered the methods course as a learning space for them. Hence, when MTs joined the class, they expected them to instruct the class in particular content.
Updated: Feb. 15, 2018
In this article, the authors addressed two issues that could improve the mentoring relationship. The first issue refers to a system for prompting regular contact between mentor and mentee. The second one addresses to a prompt to both mentor and mentee that provides relevant and timely topics as a springboard for conversation and mentoring guidance during those meetings. The authors describe how the use of creative technology at Northeastern University in Boston, Massachusetts addressed these two issues.
Updated: Feb. 14, 2018
This study investigates the attitude of mentors toward student teachers’ team teaching in general and toward parallel and sequential teaching in particular. Furthermore, the authors also examine the advantages and disadvantages the mentors see for the actors involved (mentors, student teachers, and learners) and the conditions they consider necessary for successful implementation. The findings indicate that mentors demonstrated an openness toward the use of team teaching during field experiences. The mentors identified both advantages and disadvantages for mentors and student teachers.
Updated: Feb. 14, 2018
This article aims to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). The author identified the mentors' concerns about the use of technical tools, although during the course these concerns changed to a mainly positive attitude towards online education. Furthermore, the online course changes the teaching and learning prerequisites for the participants.
Updated: Feb. 06, 2018
The purpose of this study was to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. The findings showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced.
Updated: Sep. 10, 2017
This study aimed to add to the discourse about possible roles for mentor teachers and how to best support student teachers and mentors in negotiating these roles. The findings indicated that student teachers have clear ideas about what they desire in a mentor teacher. The authors found that some participants preferred emotional support and others wanted instructional support. However, none of the participants wanted socialization.In addition, the authors identified a new interpretation of the mentor teacher role (mentor as gatekeeper) that might be viewed negatively about the function of student teaching for some student teachers.
Updated: Sep. 06, 2017