Pub Date : 2023-02-19DOI: 10.1080/13611267.2023.2178716
R. Geesa, Kat R. McConnell, Nicholas P. Elam
ABSTRACT Scholar-practitioner doctoral students face a unique set of challenges and developmental milestones throughout their doctoral programs, calling for specialized support. Mentoring is one such support that provides academic, career, and psychosocial support to students throughout their doctoral journey. In this study, we implemented an innovative mentoring pathways program for second-year Doctorate of Education (EdD) students, consisting of monthly presentations and discussions led by mentors who are graduates of the EdD program. Interviews and focus groups were conducted with mentees. After analyzing the data, four themes were discovered: 1) the format of mentoring support is important to scholar-practitioner mentees, 2) mentees desire mentoring tailored to their developmental experiences, 3) mentees appreciate support from mentors and faculty, and 4) mentoring is an opportunity for mentees to network and connect. Recommendations are given on tailoring mentoring programs to the developmental needs of scholar-practitioner doctoral students.
{"title":"Developmental mentoring: tailoring a mentoring program to the changing needs of scholar-practitioner EdD students","authors":"R. Geesa, Kat R. McConnell, Nicholas P. Elam","doi":"10.1080/13611267.2023.2178716","DOIUrl":"https://doi.org/10.1080/13611267.2023.2178716","url":null,"abstract":"ABSTRACT Scholar-practitioner doctoral students face a unique set of challenges and developmental milestones throughout their doctoral programs, calling for specialized support. Mentoring is one such support that provides academic, career, and psychosocial support to students throughout their doctoral journey. In this study, we implemented an innovative mentoring pathways program for second-year Doctorate of Education (EdD) students, consisting of monthly presentations and discussions led by mentors who are graduates of the EdD program. Interviews and focus groups were conducted with mentees. After analyzing the data, four themes were discovered: 1) the format of mentoring support is important to scholar-practitioner mentees, 2) mentees desire mentoring tailored to their developmental experiences, 3) mentees appreciate support from mentors and faculty, and 4) mentoring is an opportunity for mentees to network and connect. Recommendations are given on tailoring mentoring programs to the developmental needs of scholar-practitioner doctoral students.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91281309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.1080/13611267.2023.2178711
Ju-Lee A. Wolsey, N. R. Neild, M. Clark
ABSTRACT Mentoring has been an effective strategy that contributed to personal, academic, and career success on all levels. It has played an integral role in doctoral students’ journeys to successfully complete their degrees. Due to limited research regarding the emic experiences and perspectives of Deaf doctoral students and graduates with mentorship during their doctoral studies, data was collected and analyzed from focus groups. A grounded theory methodology with the method of constant comparative analysis identified eight common themes, which were synthesized to four categories; access, relationships, collaboration, and locus of control. The overarching theme using the in vivo codes was determined to be a ‘safe space’ which was the keystone to doctoral students’ overall success to complete the program. To support future Deaf doctoral students with mentoring, insights and recommendations for future research are shared.
{"title":"Finding the keystone for Deaf doctoral students’ success: Does mentoring matter?","authors":"Ju-Lee A. Wolsey, N. R. Neild, M. Clark","doi":"10.1080/13611267.2023.2178711","DOIUrl":"https://doi.org/10.1080/13611267.2023.2178711","url":null,"abstract":"ABSTRACT Mentoring has been an effective strategy that contributed to personal, academic, and career success on all levels. It has played an integral role in doctoral students’ journeys to successfully complete their degrees. Due to limited research regarding the emic experiences and perspectives of Deaf doctoral students and graduates with mentorship during their doctoral studies, data was collected and analyzed from focus groups. A grounded theory methodology with the method of constant comparative analysis identified eight common themes, which were synthesized to four categories; access, relationships, collaboration, and locus of control. The overarching theme using the in vivo codes was determined to be a ‘safe space’ which was the keystone to doctoral students’ overall success to complete the program. To support future Deaf doctoral students with mentoring, insights and recommendations for future research are shared.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90067232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/13611267.2023.2179165
Sarah Tanner-Anderson, Ronda Walker
ABSTRACT The purpose of this study was to examine the perceptions of alumni of color in two graduate programs at a predominantly white institution (PWI) in rural Virginia. Through an electronic survey, alumni from a communication sciences and disorders (CSD) program and an educational leadership program reflected on their perceptions of their program’s recruitment, retention, and mentorship efforts for graduate students of color. Results showed that while graduate students of color in the educational leadership graduate program indicated a high level of support, some changes may need to be made in the CSD program to address the unique needs of graduate students of color. Future directions and addressing overarching needs for graduate students of color are discussed.
{"title":"Recruiting, retaining, and supporting graduate students of color in PWI education and human services programs","authors":"Sarah Tanner-Anderson, Ronda Walker","doi":"10.1080/13611267.2023.2179165","DOIUrl":"https://doi.org/10.1080/13611267.2023.2179165","url":null,"abstract":"ABSTRACT The purpose of this study was to examine the perceptions of alumni of color in two graduate programs at a predominantly white institution (PWI) in rural Virginia. Through an electronic survey, alumni from a communication sciences and disorders (CSD) program and an educational leadership program reflected on their perceptions of their program’s recruitment, retention, and mentorship efforts for graduate students of color. Results showed that while graduate students of color in the educational leadership graduate program indicated a high level of support, some changes may need to be made in the CSD program to address the unique needs of graduate students of color. Future directions and addressing overarching needs for graduate students of color are discussed.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73748770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/13611267.2023.2178710
Doo Hun Lim, JoHyun Kim
ABSTRACT This study examined how academic and faculty mentoring experience in public and private colleges make a long-term impact on people’s intellectual lives, careers, interpersonal relationships, and personal development. This study employed a qualitative case study research methodology with twenty-four alumni who graduated from either a private liberal arts college or a public R1 university. For data collection, individual semi-structured interviews were conducted and telephone interviews were employed for this purpose. Collected interview data were transcribed for analysis. The findings illuminate ways in which college experience affects the graduates’ lives many years after they graduated. Based on the findings, implications for research and practice are discussed.
{"title":"The role of college and faculty mentoring on intellectual engagement, career, interpersonal relationships and personal development perceived by private college versus public university alums","authors":"Doo Hun Lim, JoHyun Kim","doi":"10.1080/13611267.2023.2178710","DOIUrl":"https://doi.org/10.1080/13611267.2023.2178710","url":null,"abstract":"ABSTRACT This study examined how academic and faculty mentoring experience in public and private colleges make a long-term impact on people’s intellectual lives, careers, interpersonal relationships, and personal development. This study employed a qualitative case study research methodology with twenty-four alumni who graduated from either a private liberal arts college or a public R1 university. For data collection, individual semi-structured interviews were conducted and telephone interviews were employed for this purpose. Collected interview data were transcribed for analysis. The findings illuminate ways in which college experience affects the graduates’ lives many years after they graduated. Based on the findings, implications for research and practice are discussed.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79876482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/13611267.2023.2178709
Karen Ramlackhan, A. Cranston-Gingras, Nicholas Catania, Inita Knox, Yanlys de la Caridad Palacios
ABSTRACT The pandemic’s rapid impact on higher education and ensuing move to remote learning introduced sudden and unexpected challenges for students and faculty. With the instantaneous switch to distance learning, doctoral student mentors and their mentees had to adapt not only to the lifestyle stresses of the virus, but also to new modes of communication, unfamiliar technology and time and space differences. Through this collaborative autoethnographic study, a group of doctoral students and faculty who engage in social justice research explore mentorship during a pandemic with a particular focus on how experiences with marginalization affect mentoring dynamics. Findings highlight the relational characteristics of mentorship, the adaptive processes specific to sociopolitical, institutional, and personal impacts, and supports toward continued commitment to social justice research.
{"title":"Social justice mentorship amidst a pandemic","authors":"Karen Ramlackhan, A. Cranston-Gingras, Nicholas Catania, Inita Knox, Yanlys de la Caridad Palacios","doi":"10.1080/13611267.2023.2178709","DOIUrl":"https://doi.org/10.1080/13611267.2023.2178709","url":null,"abstract":"ABSTRACT The pandemic’s rapid impact on higher education and ensuing move to remote learning introduced sudden and unexpected challenges for students and faculty. With the instantaneous switch to distance learning, doctoral student mentors and their mentees had to adapt not only to the lifestyle stresses of the virus, but also to new modes of communication, unfamiliar technology and time and space differences. Through this collaborative autoethnographic study, a group of doctoral students and faculty who engage in social justice research explore mentorship during a pandemic with a particular focus on how experiences with marginalization affect mentoring dynamics. Findings highlight the relational characteristics of mentorship, the adaptive processes specific to sociopolitical, institutional, and personal impacts, and supports toward continued commitment to social justice research.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72536007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/13611267.2023.2164971
Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Matthew J. Etchells, Linda Rodriguez
ABSTRACT The empirical research examining the effects of virtual mentoring and coaching (VMC) on principal leadership development is limited. Furthermore, little is known about school leaders who engage in virtual professional leadership learning communities (VPLCs) and how much school leaders grow with VPLCs who are also receiving VMC at the same time. The purpose of this study was to examine the effect of VMC on school leaders’ professional growth and to determine how school leaders perceived the effectiveness of the VMC while being engaged in VPLCs. The findings showed positive effects of VMC on school leaders’ professional leadership development, and the younger practicing leaders tended to benefit more from the VPLCs.
{"title":"Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study","authors":"Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Matthew J. Etchells, Linda Rodriguez","doi":"10.1080/13611267.2023.2164971","DOIUrl":"https://doi.org/10.1080/13611267.2023.2164971","url":null,"abstract":"ABSTRACT The empirical research examining the effects of virtual mentoring and coaching (VMC) on principal leadership development is limited. Furthermore, little is known about school leaders who engage in virtual professional leadership learning communities (VPLCs) and how much school leaders grow with VPLCs who are also receiving VMC at the same time. The purpose of this study was to examine the effect of VMC on school leaders’ professional growth and to determine how school leaders perceived the effectiveness of the VMC while being engaged in VPLCs. The findings showed positive effects of VMC on school leaders’ professional leadership development, and the younger practicing leaders tended to benefit more from the VPLCs.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90454208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/13611267.2023.2164973
Paul R. Hernandez, Cari Ferguson, Rachelle Pedersen, M. Richards-Babb, K. Quedado, Natalie J. Shook
ABSTRACT High-quality mentoring relationships help college students to achieve their academic potential and career goals. However, less is known about factors that shape the antecedents of mentoring relationships (e.g. mentor-protégé psychological similarity), or the impact of similarities on the development of high-quality mentoring relationships. The current study advances mentoring theory by testing effects of research apprenticeship program involvement on perceptions of psychological similarity and the development of high-quality mentoring relationships over time. Undergraduate students (N = 170) in a research apprenticeship program and matched control students completed survey measures of mentoring experiences at the end of fall (Time 1) and spring (Time 2) semesters. Longitudinal structural equation model results show that involvement in the program promoted similarity, which in turn promoted support and relationship quality over time. Furthermore, early development of relationship quality strengthened the future experiences of psychosocial support from and role modeling identification with the faculty mentor.
{"title":"Research apprenticeship training promotes faculty-student psychological similarity and high-quality mentoring: a longitudinal quasi-experiment","authors":"Paul R. Hernandez, Cari Ferguson, Rachelle Pedersen, M. Richards-Babb, K. Quedado, Natalie J. Shook","doi":"10.1080/13611267.2023.2164973","DOIUrl":"https://doi.org/10.1080/13611267.2023.2164973","url":null,"abstract":"ABSTRACT High-quality mentoring relationships help college students to achieve their academic potential and career goals. However, less is known about factors that shape the antecedents of mentoring relationships (e.g. mentor-protégé psychological similarity), or the impact of similarities on the development of high-quality mentoring relationships. The current study advances mentoring theory by testing effects of research apprenticeship program involvement on perceptions of psychological similarity and the development of high-quality mentoring relationships over time. Undergraduate students (N = 170) in a research apprenticeship program and matched control students completed survey measures of mentoring experiences at the end of fall (Time 1) and spring (Time 2) semesters. Longitudinal structural equation model results show that involvement in the program promoted similarity, which in turn promoted support and relationship quality over time. Furthermore, early development of relationship quality strengthened the future experiences of psychosocial support from and role modeling identification with the faculty mentor.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83675215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/13611267.2023.2164980
Lindsay Mack
ABSTRACT Currently, writing centers are expanding to Asian university contexts and hiring Non-native English speakers (NNES) as peer tutors, but there is a paucity of research on the roles NNES tutors play and on tutoring in global contexts. To address this gap, this study interrogates the question: What role do NNES tutors adopt in English a Foreign Language (EFL) writing centers? Through the framework of symbolic interactionism, a mixed method approach was employed. Data were collected from 16 pre- and post-semester tutor interviews, 30 tutorial observations and a tutee survey with 24 respondents. It was found that rather than adopting a precisely defined role such as peer mentor or foreign language instructor the tutor adopted multiple roles: proofreader, translator, coach, teacher, and mediator. Each role is negotiated through each interaction with individual tutees. The roles put forth encompass a new way for NNES tutors to effectively tutor in EFL settings.
{"title":"From proofreader to mediator: the roles negotiated by NNES tutors in EFL writing tutorials","authors":"Lindsay Mack","doi":"10.1080/13611267.2023.2164980","DOIUrl":"https://doi.org/10.1080/13611267.2023.2164980","url":null,"abstract":"ABSTRACT Currently, writing centers are expanding to Asian university contexts and hiring Non-native English speakers (NNES) as peer tutors, but there is a paucity of research on the roles NNES tutors play and on tutoring in global contexts. To address this gap, this study interrogates the question: What role do NNES tutors adopt in English a Foreign Language (EFL) writing centers? Through the framework of symbolic interactionism, a mixed method approach was employed. Data were collected from 16 pre- and post-semester tutor interviews, 30 tutorial observations and a tutee survey with 24 respondents. It was found that rather than adopting a precisely defined role such as peer mentor or foreign language instructor the tutor adopted multiple roles: proofreader, translator, coach, teacher, and mediator. Each role is negotiated through each interaction with individual tutees. The roles put forth encompass a new way for NNES tutors to effectively tutor in EFL settings.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82027276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/13611267.2023.2164988
Patricia Ann Mabrouk, Michael Gapud Remijan
ABSTRACT Reported herein are the findings from a grounded study probing the impact of graduate student mentors in a National Science Foundation (NSF)-funded research experiences for undergraduates (REU) program (2014–2016) in chemistry & chemical biology at an urban private research university on undergraduates’ development through the lens of self-efficacy and science identity theory. Mentor traits that appear to be most important include availability, promoting students’ independence, being a good teacher, partnership, benchmarking, and demonstrating trust and respect for the protégé. These traits appear to influence recognition, competence, and performance in science identity theory. Identification of critical mentor traits and their significance to the protégé’s career development should be useful in the design of effective graduate student mentor training programs.
{"title":"Critical traits of graduate student mentors affecting students’ science identity development in an NSF-funded research experiences for undergraduates (REU) program","authors":"Patricia Ann Mabrouk, Michael Gapud Remijan","doi":"10.1080/13611267.2023.2164988","DOIUrl":"https://doi.org/10.1080/13611267.2023.2164988","url":null,"abstract":"ABSTRACT Reported herein are the findings from a grounded study probing the impact of graduate student mentors in a National Science Foundation (NSF)-funded research experiences for undergraduates (REU) program (2014–2016) in chemistry & chemical biology at an urban private research university on undergraduates’ development through the lens of self-efficacy and science identity theory. Mentor traits that appear to be most important include availability, promoting students’ independence, being a good teacher, partnership, benchmarking, and demonstrating trust and respect for the protégé. These traits appear to influence recognition, competence, and performance in science identity theory. Identification of critical mentor traits and their significance to the protégé’s career development should be useful in the design of effective graduate student mentor training programs.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79544001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/13611267.2023.2176032
N. Templeton, Nahed Abdelrahman, Jordan Donop
This issue of Mentoring and Tutoring: Partnership in Learning Journal includes research from scholars representing diverse regions of the U.S.A. (seven states) and Japan. The authors represented herein present findings confirming mentoring as one method to engage the development and sustainability of professional practice. As Irby (2008) discussed, the deeper development of the individual is the vision for targeted growth and a catalyst for change through mentoring. Admittedly, the overarching consumption of individual change is often contextualized in understanding situational constraints or enablers that affect performance, or quite simply, a change in practice. Changing practice is often difficult without a change of mindset, a process inherent to formative introspective learning and a foundational structure of growth mindsets (Templeton, 2021). Moreover, the manner in which we interpret our own selfefficacy is not only a reflexive process, but more importantly, one requiring an awareness of personal positionality (Templeton, 2022). Positionality, in the purest interpretation, is an essential understanding of power and power dynamics. Mentoring, as a core belief, is often defined as shared power. To share, or better articulated, to be purposeful in that sharing, is the process of building capacity through skillful questioning, modeling, and frequent interactions in shared spaces. Perhaps, it is the sharing of professional space that fosters opportunity, the biggest catalyst for change through the informal and formal cycles of mentoring. After all, mentoring is a circle of improvement, and one where both mentee and mentor advocate for each other the courage to do more and to be more (Templeton, 2022). This opening issue of the new year is somewhat special to the construct of mentoring. Each of the authors have framed their articles in seminal literature in the field, and more importantly, take a holistic interpretation of methods to engage professional practice. Collectively, we must embrace the paradigm of creating a culture of mentoring. Whether for personal or career development, and even at our very best, we require more support systems in the quest to be lifelong learners. Let’s begin to articulate mentoring as a discursive exercise and one where we intentionally engage one another for the betterment of professional practice.
{"title":"Editorial overview: mentoring and the engagement of professional practice","authors":"N. Templeton, Nahed Abdelrahman, Jordan Donop","doi":"10.1080/13611267.2023.2176032","DOIUrl":"https://doi.org/10.1080/13611267.2023.2176032","url":null,"abstract":"This issue of Mentoring and Tutoring: Partnership in Learning Journal includes research from scholars representing diverse regions of the U.S.A. (seven states) and Japan. The authors represented herein present findings confirming mentoring as one method to engage the development and sustainability of professional practice. As Irby (2008) discussed, the deeper development of the individual is the vision for targeted growth and a catalyst for change through mentoring. Admittedly, the overarching consumption of individual change is often contextualized in understanding situational constraints or enablers that affect performance, or quite simply, a change in practice. Changing practice is often difficult without a change of mindset, a process inherent to formative introspective learning and a foundational structure of growth mindsets (Templeton, 2021). Moreover, the manner in which we interpret our own selfefficacy is not only a reflexive process, but more importantly, one requiring an awareness of personal positionality (Templeton, 2022). Positionality, in the purest interpretation, is an essential understanding of power and power dynamics. Mentoring, as a core belief, is often defined as shared power. To share, or better articulated, to be purposeful in that sharing, is the process of building capacity through skillful questioning, modeling, and frequent interactions in shared spaces. Perhaps, it is the sharing of professional space that fosters opportunity, the biggest catalyst for change through the informal and formal cycles of mentoring. After all, mentoring is a circle of improvement, and one where both mentee and mentor advocate for each other the courage to do more and to be more (Templeton, 2022). This opening issue of the new year is somewhat special to the construct of mentoring. Each of the authors have framed their articles in seminal literature in the field, and more importantly, take a holistic interpretation of methods to engage professional practice. Collectively, we must embrace the paradigm of creating a culture of mentoring. Whether for personal or career development, and even at our very best, we require more support systems in the quest to be lifelong learners. Let’s begin to articulate mentoring as a discursive exercise and one where we intentionally engage one another for the betterment of professional practice.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90674613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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