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":"2 1","pages":"1 - 5"},"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}
Pub Date : 2023-01-01DOI: 10.1080/13611267.2023.2164990
Ayla R. Mapes, T. Cavell
ABSTRACT Many universities offer autism support programs (ASPs) to support college students with autism spectrum disorder (ASD). Initial studies support the promise of ASPs, but little research has explored which students do and do not enroll, or whether enrollees engage in program-sponsored mentoring. We explored these questions using an online survey and an ex post facto study design. Participants were students (N = 104) at a public university who identified with the university’s center for disability services as having a diagnosis of ASD. We compared students who did and did not enroll in the university’s ASP on a) demographic characteristics, b) pre-college academic achievement, and c) self-rated functioning. Enrollees rated the quality and frequency of interactions with program-sponsored mentors. Compared to ASP non-enrollees, enrollees were more often a) men, b) in their first or second year of college, with c) higher self-reported functioning. Enrollees also reported frequent, high-quality interactions with mentors.
{"title":"Students enrolled in a college autism support program: comparisons with non-enrollees and use of program-sponsored mentoring","authors":"Ayla R. Mapes, T. Cavell","doi":"10.1080/13611267.2023.2164990","DOIUrl":"https://doi.org/10.1080/13611267.2023.2164990","url":null,"abstract":"ABSTRACT Many universities offer autism support programs (ASPs) to support college students with autism spectrum disorder (ASD). Initial studies support the promise of ASPs, but little research has explored which students do and do not enroll, or whether enrollees engage in program-sponsored mentoring. We explored these questions using an online survey and an ex post facto study design. Participants were students (N = 104) at a public university who identified with the university’s center for disability services as having a diagnosis of ASD. We compared students who did and did not enroll in the university’s ASP on a) demographic characteristics, b) pre-college academic achievement, and c) self-rated functioning. Enrollees rated the quality and frequency of interactions with program-sponsored mentors. Compared to ASP non-enrollees, enrollees were more often a) men, b) in their first or second year of college, with c) higher self-reported functioning. Enrollees also reported frequent, high-quality interactions with mentors.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"18 1","pages":"143 - 162"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89060249","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: 10.1080/13611267.2023.2164989
Jennie Baumann, Ayah Issa
ABSTRACT The unique nature of the COVID-19 pandemic prevented many typical graduate assistantships from occurring due to school-building closures, virtual classes, and stay-at-home orders. As such, the authors address the increase of ‘shadowing’ graduate assistantships at a large land-grant institution. To uphold the governmental stay-at-home regulations per COVID-19, shadowing provided first-year students with exposure and access to more experienced graduate student instructors (‘the shadowed’) who taught undergraduate and graduate coursework. In this autoethnographic study, the authors investigate the following questions: (1) In what ways did our experiences align with Mentoring Enactment Theory and Social Exchange Theory ? (2) How might we better align our conception of shadowing to both theories? The article finishes with modifications to the theories in light of the shadowing experiences.
{"title":"Peer shadowing graduate assistantships: an autoethnographic study","authors":"Jennie Baumann, Ayah Issa","doi":"10.1080/13611267.2023.2164989","DOIUrl":"https://doi.org/10.1080/13611267.2023.2164989","url":null,"abstract":"ABSTRACT The unique nature of the COVID-19 pandemic prevented many typical graduate assistantships from occurring due to school-building closures, virtual classes, and stay-at-home orders. As such, the authors address the increase of ‘shadowing’ graduate assistantships at a large land-grant institution. To uphold the governmental stay-at-home regulations per COVID-19, shadowing provided first-year students with exposure and access to more experienced graduate student instructors (‘the shadowed’) who taught undergraduate and graduate coursework. In this autoethnographic study, the authors investigate the following questions: (1) In what ways did our experiences align with Mentoring Enactment Theory and Social Exchange Theory ? (2) How might we better align our conception of shadowing to both theories? The article finishes with modifications to the theories in light of the shadowing experiences.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"13 1","pages":"83 - 102"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81452691","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: 10.1080/13611267.2023.2164991
Courtney Luedke, Gresham D. Collom, Tyler N. Henderson
ABSTRACT In this critical qualitative study, we examined how mentoring in a college bridge program for first-year students from historically marginalized backgrounds contributed to the development of a culture of mentoring. Participants included 24 students who participated in Project Scholar, and four staff members who worked for the program. We utilized Yosso’s (2005) Community Cultural Wealth theory as a theoretical framework to analyze students’ experiences. Initial findings revealed that participation in Project Scholar and mentoring in the program contributed to a culture of mentoring both within the program and among the broader Community of Color on campus. Community cultural wealth among students, staff, and alumni of Project Scholar was instrumental in promoting a culture of mentoring in the program and among the Community of Color on campus. We conclude by discussing implications for research and practice and providing a novel conceptual model for creating a culture of mentoring.
{"title":"Developing a culture of mentoring: promoting, experiencing, and engaging in mentoring through a transitional undergraduate research program for students of color","authors":"Courtney Luedke, Gresham D. Collom, Tyler N. Henderson","doi":"10.1080/13611267.2023.2164991","DOIUrl":"https://doi.org/10.1080/13611267.2023.2164991","url":null,"abstract":"ABSTRACT In this critical qualitative study, we examined how mentoring in a college bridge program for first-year students from historically marginalized backgrounds contributed to the development of a culture of mentoring. Participants included 24 students who participated in Project Scholar, and four staff members who worked for the program. We utilized Yosso’s (2005) Community Cultural Wealth theory as a theoretical framework to analyze students’ experiences. Initial findings revealed that participation in Project Scholar and mentoring in the program contributed to a culture of mentoring both within the program and among the broader Community of Color on campus. Community cultural wealth among students, staff, and alumni of Project Scholar was instrumental in promoting a culture of mentoring in the program and among the Community of Color on campus. We conclude by discussing implications for research and practice and providing a novel conceptual model for creating a culture of mentoring.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"5 1","pages":"39 - 60"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90112990","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: 10.1080/13611267.2023.2164976
M. Dingel, Gemma Puntí
ABSTRACT This qualitative research study explores student perceptions of how they build relationships with faculty, including factors that facilitate or undermine these relationships. Building such relationships is an important part of mentoring. Interviews with students reveal the importance of both innovative institutional supports and faculty initiative. Institutional supports that facilitate relationships include small classroom sizes and centralized, open locations for faculty to hold office hours. Faculty initiatives, like reaching out to and encouraging interaction with students and engaged teaching activities, are critical for building relationships with students. Consistent messaging that questions are welcome may be particularly important for underrepresented and first-generation students. Students reported frustration when faculty members were less engaged in the classroom, which undermined that relationship. Finally, interactions can create an iterative cycle within which positive faculty-student relationships develop. The culmination of these is a local culture where faculty-student interactions are welcomed and normal, thus encouraging additional interaction.
{"title":"Building faculty-student relationships in higher education","authors":"M. Dingel, Gemma Puntí","doi":"10.1080/13611267.2023.2164976","DOIUrl":"https://doi.org/10.1080/13611267.2023.2164976","url":null,"abstract":"ABSTRACT This qualitative research study explores student perceptions of how they build relationships with faculty, including factors that facilitate or undermine these relationships. Building such relationships is an important part of mentoring. Interviews with students reveal the importance of both innovative institutional supports and faculty initiative. Institutional supports that facilitate relationships include small classroom sizes and centralized, open locations for faculty to hold office hours. Faculty initiatives, like reaching out to and encouraging interaction with students and engaged teaching activities, are critical for building relationships with students. Consistent messaging that questions are welcome may be particularly important for underrepresented and first-generation students. Students reported frustration when faculty members were less engaged in the classroom, which undermined that relationship. Finally, interactions can create an iterative cycle within which positive faculty-student relationships develop. The culmination of these is a local culture where faculty-student interactions are welcomed and normal, thus encouraging additional interaction.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"4 1","pages":"61 - 82"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78882341","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 : 2022-10-05DOI: 10.1080/13611267.2022.2127259
Eli Lejonberg, I. Hatlevik
ABSTRACT This article investigates practices that engage preservice teachers’ ideas of professionalism within the context of a university-based mentoring programme. The case is explored by observation of mentoring sessions, analysis of documents grounding the mentoring sessions, and mentor and mentee interviews. Practices are investigated through the theory of practice architectures and made the subject of a thematic analysis. The purpose of the investigation is to highlight how practices can contribute to enhancing preservice teachers’ understanding of different aspects of professionalism, particularly those related to expectations of teachers’ professional competence. The findings show how mentoring practices can contribute to widening preservice teachers’ understanding and how contextual factors, like power relations, can come into play in mentoring practices. The analyses illuminate how professionalism is being negotiated in a third space institutionalised in a campus-based mentor programme in teacher education. Highlights A mentor programme is understood as an institutionali mme is understood as an institutionalisation of a third space. Mentoring practices are studied in terms of practice architectures. Understanding of teacher professionalism is developed by relating theory and practice. Power relations are highlighted as essential for how mentoring practices play out.
{"title":"‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers","authors":"Eli Lejonberg, I. Hatlevik","doi":"10.1080/13611267.2022.2127259","DOIUrl":"https://doi.org/10.1080/13611267.2022.2127259","url":null,"abstract":"ABSTRACT This article investigates practices that engage preservice teachers’ ideas of professionalism within the context of a university-based mentoring programme. The case is explored by observation of mentoring sessions, analysis of documents grounding the mentoring sessions, and mentor and mentee interviews. Practices are investigated through the theory of practice architectures and made the subject of a thematic analysis. The purpose of the investigation is to highlight how practices can contribute to enhancing preservice teachers’ understanding of different aspects of professionalism, particularly those related to expectations of teachers’ professional competence. The findings show how mentoring practices can contribute to widening preservice teachers’ understanding and how contextual factors, like power relations, can come into play in mentoring practices. The analyses illuminate how professionalism is being negotiated in a third space institutionalised in a campus-based mentor programme in teacher education. Highlights A mentor programme is understood as an institutionali mme is understood as an institutionalisation of a third space. Mentoring practices are studied in terms of practice architectures. Understanding of teacher professionalism is developed by relating theory and practice. Power relations are highlighted as essential for how mentoring practices play out.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"16 1","pages":"606 - 633"},"PeriodicalIF":1.2,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74995608","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 : 2022-09-28DOI: 10.1080/13611267.2022.2127261
M. Merket
ABSTRACT Globally, pre-service teacher education has experienced a practice turn where there is now greater focus on practice in schools and more attention is being paid to mentoring and the role of the school-based mentors. In policy this can be seen through the increased focus on mentoring education, where the intention is to strengthen the mentors’ competence. However, there are vague descriptions of how the mentor role should be designed and therefore, research on how this role is practiced is of interest. This paper aims to contribute knowledge on what characterize mentor roles and how they influence the mentee role. The findings indicate that mentors exercise control through an active, direct, and diverse mentor role. An active and direct mentor role is related to a reactive mentee role, whereas a more active mentee role is related to a diverse mentor role. Mentoring education is discussed in relation to the mentors’ autonomy.
{"title":"An analysis of mentor and mentee roles in a pre-service teacher education program: a Norwegian perspective on the future mentor role","authors":"M. Merket","doi":"10.1080/13611267.2022.2127261","DOIUrl":"https://doi.org/10.1080/13611267.2022.2127261","url":null,"abstract":"ABSTRACT Globally, pre-service teacher education has experienced a practice turn where there is now greater focus on practice in schools and more attention is being paid to mentoring and the role of the school-based mentors. In policy this can be seen through the increased focus on mentoring education, where the intention is to strengthen the mentors’ competence. However, there are vague descriptions of how the mentor role should be designed and therefore, research on how this role is practiced is of interest. This paper aims to contribute knowledge on what characterize mentor roles and how they influence the mentee role. The findings indicate that mentors exercise control through an active, direct, and diverse mentor role. An active and direct mentor role is related to a reactive mentee role, whereas a more active mentee role is related to a diverse mentor role. Mentoring education is discussed in relation to the mentors’ autonomy.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"12 1","pages":"524 - 550"},"PeriodicalIF":1.2,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85739241","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 : 2022-09-28DOI: 10.1080/13611267.2022.2127254
K. Hobson, Z. Taylor
ABSTRACT No studies have analyzed the presence of mentoring programs on Canadian postsecondary websites. Filling this crucial gap, this study examined the official websites of 96 Canadian postsecondary institutions – which accounts for every university in Canada – to assess the presence of mentoring programs. Results suggest that public institutions (n = 88) were three times as likely to publish mentoring program information on their website (4.7 programs per institution) than private peers (1.5 programs, n = 8 institutions). By province, institutions in British Columbia (7.9 programs per institution, n = 12 institutions) and Ontario (6.2 programs per institution, n = 30 institutions) published the most mentoring program information on their websites. Regression analyses reveal that better rankings per Maclean’s 2018 rankings (p < 0.05) and larger institutions by total enrollment (p < 0.00) best predicted the total number of unique mentoring programs on institutional websites. Implications for research, practice, and policy are addressed in terms of Canadian and global institutions of higher education.
{"title":"eCanada: measuring mentoring programs on Canadian postsecondary websites","authors":"K. Hobson, Z. Taylor","doi":"10.1080/13611267.2022.2127254","DOIUrl":"https://doi.org/10.1080/13611267.2022.2127254","url":null,"abstract":"ABSTRACT No studies have analyzed the presence of mentoring programs on Canadian postsecondary websites. Filling this crucial gap, this study examined the official websites of 96 Canadian postsecondary institutions – which accounts for every university in Canada – to assess the presence of mentoring programs. Results suggest that public institutions (n = 88) were three times as likely to publish mentoring program information on their website (4.7 programs per institution) than private peers (1.5 programs, n = 8 institutions). By province, institutions in British Columbia (7.9 programs per institution, n = 12 institutions) and Ontario (6.2 programs per institution, n = 30 institutions) published the most mentoring program information on their websites. Regression analyses reveal that better rankings per Maclean’s 2018 rankings (p < 0.05) and larger institutions by total enrollment (p < 0.00) best predicted the total number of unique mentoring programs on institutional websites. Implications for research, practice, and policy are addressed in terms of Canadian and global institutions of higher education.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"15 1","pages":"551 - 565"},"PeriodicalIF":1.2,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80982637","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 : 2022-09-27DOI: 10.1080/13611267.2022.2127256
C. Hendon, Kristin Bledsoe
ABSTRACT Much has been written concerning large, public universities and their utilization of graduate teaching assistants (GTAs). However, most small, private colleges and universities do not use teaching assistants for online instruction. Therefore, providing online graduate students opportunities to build and hone their teaching practice is vitally important to the academy’s future. The purpose of this descriptive case study was to explain two frameworks that were developed to fill a gap in the literature pertaining to mentoring online doctoral graduate teaching assistants. The researchers summarize these frameworks, which focus on providing a teaching progression when mentoring doctoral teaching assistants in online courses. The framework employs a step-by-step, weekly progression over six weeks that develops graduate teaching assistants’ ability to teach online courses through weekly mentoring meetings and self-reflection to develop as future faculty.
{"title":"Mentoring New Online Graduate Teaching Assistants: From Concept to Practice","authors":"C. Hendon, Kristin Bledsoe","doi":"10.1080/13611267.2022.2127256","DOIUrl":"https://doi.org/10.1080/13611267.2022.2127256","url":null,"abstract":"ABSTRACT Much has been written concerning large, public universities and their utilization of graduate teaching assistants (GTAs). However, most small, private colleges and universities do not use teaching assistants for online instruction. Therefore, providing online graduate students opportunities to build and hone their teaching practice is vitally important to the academy’s future. The purpose of this descriptive case study was to explain two frameworks that were developed to fill a gap in the literature pertaining to mentoring online doctoral graduate teaching assistants. The researchers summarize these frameworks, which focus on providing a teaching progression when mentoring doctoral teaching assistants in online courses. The framework employs a step-by-step, weekly progression over six weeks that develops graduate teaching assistants’ ability to teach online courses through weekly mentoring meetings and self-reflection to develop as future faculty.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"49 1","pages":"566 - 583"},"PeriodicalIF":1.2,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90228020","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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