Pub Date : 2022-04-29DOI: 10.1080/13611267.2022.2070993
C. Marino, M. Gaboardi, M. Kaufman, S. Bonichini, Marisa Bergamin, Natale Canale, M. Santinello
ABSTRACT This study used a mixed methods approach to explore the experience of mentors involved in the Mentor-UP program during the COVID-19 pandemic in Padova, Italy. In Study 1, a total of 53 mentors completed an online questionnaire at the end of the program. Results of the path analysis showed that mentors’ perceived support from the program staff was associated with lower levels of psycho-physical burnout, which in turn was negatively associated with online communication frequency, and the latter was positively associated with mentoring relationship quality. Study 2 analyzed in more detail the mentor-mentee relationships during the pandemic and specifically how COVID-19 may have affected the program. Two online focus groups were conducted and transcripts analyzed using thematic analysis. Results indicated that online mentoring interactions, although different from face-to-face, were valuable and allowed the establishment of supportive relationships for youth. Findings suggest program staff should provide constant support to mentors.
{"title":"“It is not necessary to organize a trip to the moon”: a mixed method study with mentors in the Italian Mentor-UP program during the COVID-19 pandemic","authors":"C. Marino, M. Gaboardi, M. Kaufman, S. Bonichini, Marisa Bergamin, Natale Canale, M. Santinello","doi":"10.1080/13611267.2022.2070993","DOIUrl":"https://doi.org/10.1080/13611267.2022.2070993","url":null,"abstract":"ABSTRACT This study used a mixed methods approach to explore the experience of mentors involved in the Mentor-UP program during the COVID-19 pandemic in Padova, Italy. In Study 1, a total of 53 mentors completed an online questionnaire at the end of the program. Results of the path analysis showed that mentors’ perceived support from the program staff was associated with lower levels of psycho-physical burnout, which in turn was negatively associated with online communication frequency, and the latter was positively associated with mentoring relationship quality. Study 2 analyzed in more detail the mentor-mentee relationships during the pandemic and specifically how COVID-19 may have affected the program. Two online focus groups were conducted and transcripts analyzed using thematic analysis. Results indicated that online mentoring interactions, although different from face-to-face, were valuable and allowed the establishment of supportive relationships for youth. Findings suggest program staff should provide constant support to mentors.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"23 11","pages":"293 - 311"},"PeriodicalIF":1.2,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72415861","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 : 2022-04-29DOI: 10.1080/13611267.2022.2070995
S. Aderibigbe, Eimear Holland, I. Marušić, R. Shanks
ABSTRACT Mentoring is widely believed to be beneficial to mentors and mentees in the teacher education context. However, mentoring as a tool for strengthening professional knowledge is not without barriers hindering its effectiveness. This paper explores common barriers in mentoring, drawing on studies conducted in Croatia, Ireland, and Scotland which have been re-analyzed for this paper. The two studies conducted in Scotland used a mixed-methods approach, the Croatian study was conducted using a quantitative approach, while the Irish research employed a qualitative strategy. Data from the four published studies were re-analyzed and integrated using a qualitative thematic approach with three groups of themes emerging as the most common barriers to mentoring in teacher education. These groups of themes are: interests, values and motives; power, status and position; and information and communication. The study explores these themes and concludes with the implications for stakeholders, including school management, universities, and student teachers.
{"title":"A comparative study of barriers to mentoring student and new teachers","authors":"S. Aderibigbe, Eimear Holland, I. Marušić, R. Shanks","doi":"10.1080/13611267.2022.2070995","DOIUrl":"https://doi.org/10.1080/13611267.2022.2070995","url":null,"abstract":"ABSTRACT Mentoring is widely believed to be beneficial to mentors and mentees in the teacher education context. However, mentoring as a tool for strengthening professional knowledge is not without barriers hindering its effectiveness. This paper explores common barriers in mentoring, drawing on studies conducted in Croatia, Ireland, and Scotland which have been re-analyzed for this paper. The two studies conducted in Scotland used a mixed-methods approach, the Croatian study was conducted using a quantitative approach, while the Irish research employed a qualitative strategy. Data from the four published studies were re-analyzed and integrated using a qualitative thematic approach with three groups of themes emerging as the most common barriers to mentoring in teacher education. These groups of themes are: interests, values and motives; power, status and position; and information and communication. The study explores these themes and concludes with the implications for stakeholders, including school management, universities, and student teachers.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"81 1","pages":"355 - 376"},"PeriodicalIF":1.2,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84135168","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 : 2022-04-29DOI: 10.1080/13611267.2022.2070992
Jennifer Munday, J. Rowley
ABSTRACT Projects assisting Aboriginal youth to acquire attributes for effective learning require community or elder mentoring, to ensure learning about culture and history will connect with the skills of the planned project. A Koorie art class at a secondary college in north eastern Victoria, Australia, relies on the positive attributes of mentoring in guiding young students to understand themselves as well as learn skills in Aboriginal art-making. The aim of this article is to discuss the positive attributes of the Koorie artist, since these attributes are crucial to the success of the program. A qualitative study of interviews with class teachers, a deputy principal, a Koorie artist, and students was undertaken as part of a larger project. Participants articulated the essential and positive attributes needed for a Koorie artist or mentor. This article helps understand what particular interpersonal skills, specific knowledge and applied skills are necessary for such a learning project.
{"title":"Cultural collaboration: Mentor attributes needed when working with Aboriginal youth","authors":"Jennifer Munday, J. Rowley","doi":"10.1080/13611267.2022.2070992","DOIUrl":"https://doi.org/10.1080/13611267.2022.2070992","url":null,"abstract":"ABSTRACT Projects assisting Aboriginal youth to acquire attributes for effective learning require community or elder mentoring, to ensure learning about culture and history will connect with the skills of the planned project. A Koorie art class at a secondary college in north eastern Victoria, Australia, relies on the positive attributes of mentoring in guiding young students to understand themselves as well as learn skills in Aboriginal art-making. The aim of this article is to discuss the positive attributes of the Koorie artist, since these attributes are crucial to the success of the program. A qualitative study of interviews with class teachers, a deputy principal, a Koorie artist, and students was undertaken as part of a larger project. Participants articulated the essential and positive attributes needed for a Koorie artist or mentor. This article helps understand what particular interpersonal skills, specific knowledge and applied skills are necessary for such a learning project.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"74 1","pages":"280 - 292"},"PeriodicalIF":1.2,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74684041","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 : 2022-04-28DOI: 10.1080/13611267.2022.2070990
Jodi Nickel, Joy Chadwick
ABSTRACT As part of a literacy development course and a subsequent language arts methods course, teacher candidates (TCs) participated in a twenty-week community service learning partnership tutoring elementary students in reading. Through TCs’ case study course assignments, survey data, and a focus group interview, the researchers analyzed TCs’ growth including understanding of reading concepts, responsive teaching, and teaching values. The study provides specific evidence for the value of the tutoring experiences for the preparation of reading teachers including building their knowledge, responsiveness, reflective capacity, and awareness of issues in literacy instruction.
{"title":"Tutoring to build teacher candidates’ competence as reading teachers","authors":"Jodi Nickel, Joy Chadwick","doi":"10.1080/13611267.2022.2070990","DOIUrl":"https://doi.org/10.1080/13611267.2022.2070990","url":null,"abstract":"ABSTRACT As part of a literacy development course and a subsequent language arts methods course, teacher candidates (TCs) participated in a twenty-week community service learning partnership tutoring elementary students in reading. Through TCs’ case study course assignments, survey data, and a focus group interview, the researchers analyzed TCs’ growth including understanding of reading concepts, responsive teaching, and teaching values. The study provides specific evidence for the value of the tutoring experiences for the preparation of reading teachers including building their knowledge, responsiveness, reflective capacity, and awareness of issues in literacy instruction.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"41 1","pages":"312 - 332"},"PeriodicalIF":1.2,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73607471","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 : 2022-03-15DOI: 10.1080/13611267.2022.2057101
Chongning Sun, Jody Clarke-Midura
ABSTRACT We developed a near-peer mentoring model for high school youth to mentor middle school youth on how to program using MIT App Inventor. The purpose of this study was to investigate (a) the effectiveness of the near-peer mentoring model for the mentees and (b) how the mentees’ vicarious experience with the near-peer mentors led to changes in their self-efficacy in computer programming. Findings provide evidence for the effectiveness of the model in improving self-efficacy. A moderation analysis showed how mentor role modeling and perceived similarity contributed to the changes in self-efficacy. Explanations to the findings and their implications are discussed.
{"title":"Testing the efficacy of a near-peer mentoring model for recruiting youth into computer science","authors":"Chongning Sun, Jody Clarke-Midura","doi":"10.1080/13611267.2022.2057101","DOIUrl":"https://doi.org/10.1080/13611267.2022.2057101","url":null,"abstract":"ABSTRACT We developed a near-peer mentoring model for high school youth to mentor middle school youth on how to program using MIT App Inventor. The purpose of this study was to investigate (a) the effectiveness of the near-peer mentoring model for the mentees and (b) how the mentees’ vicarious experience with the near-peer mentors led to changes in their self-efficacy in computer programming. Findings provide evidence for the effectiveness of the model in improving self-efficacy. A moderation analysis showed how mentor role modeling and perceived similarity contributed to the changes in self-efficacy. Explanations to the findings and their implications are discussed.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"38 3 1","pages":"184 - 201"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84695537","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 : 2022-03-15DOI: 10.1080/13611267.2022.2057097
V. Baker, Vanessa McCaffrey, C. Manning
ABSTRACT The study presented in this manuscript features data-informed UR programmatic revisions aimed at improving the student researcher and faculty mentor experience at Albion College. Previous research findings in which we studied the Student Research Partners (SRP) program at Albion College revealed that SRP was not serving as a research pipeline to the extent intended. Drawing on a decade of programmatic data along with recently collected survey data from faculty mentors and student researchers who participated in the SRP program informed the development of more robust professional development and mentoring support. This institutional case study serves as a model to others seeking to assess their UR pipeline, associated mentoring practices, and the role of professional development in supporting student and faculty learning.
{"title":"Fostering professional development through undergraduate research: supporting faculty mentors and student researchers","authors":"V. Baker, Vanessa McCaffrey, C. Manning","doi":"10.1080/13611267.2022.2057097","DOIUrl":"https://doi.org/10.1080/13611267.2022.2057097","url":null,"abstract":"ABSTRACT The study presented in this manuscript features data-informed UR programmatic revisions aimed at improving the student researcher and faculty mentor experience at Albion College. Previous research findings in which we studied the Student Research Partners (SRP) program at Albion College revealed that SRP was not serving as a research pipeline to the extent intended. Drawing on a decade of programmatic data along with recently collected survey data from faculty mentors and student researchers who participated in the SRP program informed the development of more robust professional development and mentoring support. This institutional case study serves as a model to others seeking to assess their UR pipeline, associated mentoring practices, and the role of professional development in supporting student and faculty learning.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"382 1","pages":"216 - 234"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80713679","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 : 2022-03-15DOI: 10.1080/13611267.2022.2057099
Therese Ferguson, Tanneice Ellis
ABSTRACT Mentoring within higher education develops capacity of early-career academic staff and doctoral students. For students in taught Master’s degree programs who may not envision themselves moving on to doctoral studies, research competencies are still needed as they include transferable skills and enable professionals to undertake research within their contexts. Those working within educational settings, for instance, can carry out action research to address issues within their institutions.. This generic qualitative study explored the experiences of mentors and mentees in relation to researcher development of graduate research students in education at a Caribbean university. The study found that mentoring relationships enhanced students’ research capabilities, resulted in students identifying themselves as researchers, and enabled those working within the education sector to translate these research skills into their professional contexts. The findings of the research are useful with respect to fostering a culture of mentorship among academic staff within the discipline of education.
{"title":"Developing master’s level education students as researchers: mentors’ and mentees’ experiences","authors":"Therese Ferguson, Tanneice Ellis","doi":"10.1080/13611267.2022.2057099","DOIUrl":"https://doi.org/10.1080/13611267.2022.2057099","url":null,"abstract":"ABSTRACT Mentoring within higher education develops capacity of early-career academic staff and doctoral students. For students in taught Master’s degree programs who may not envision themselves moving on to doctoral studies, research competencies are still needed as they include transferable skills and enable professionals to undertake research within their contexts. Those working within educational settings, for instance, can carry out action research to address issues within their institutions.. This generic qualitative study explored the experiences of mentors and mentees in relation to researcher development of graduate research students in education at a Caribbean university. The study found that mentoring relationships enhanced students’ research capabilities, resulted in students identifying themselves as researchers, and enabled those working within the education sector to translate these research skills into their professional contexts. The findings of the research are useful with respect to fostering a culture of mentorship among academic staff within the discipline of education.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"17 1","pages":"235 - 255"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86081740","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 : 2022-03-15DOI: 10.1080/13611267.2022.2061620
N. Templeton, S. Jeong, Elsa G. Villarreal
{"title":"Editorial overview: supporting opportunities for learning in practice","authors":"N. Templeton, S. Jeong, Elsa G. Villarreal","doi":"10.1080/13611267.2022.2061620","DOIUrl":"https://doi.org/10.1080/13611267.2022.2061620","url":null,"abstract":"","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"54 1","pages":"159 - 163"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87452026","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 : 2022-03-15DOI: 10.1080/13611267.2022.2057098
Rick Hayman, Karl Wharton, C. Bruce-Martin, L. Allin
ABSTRACT Despite the large and diverse cohorts recruited annually across the globe to university sport programmes, few studies have assessed the value of peer support within sports education settings. Even more surprising is the lack of research to have explored the encounters of peer mentors who help deliver these schemes and the impact it had on their professional development. Conducted at a post-92 English university, this study explored the benefits and motives of students volunteering to become peer mentors in their second year of university. Drawing on Bourdieu’s key concepts as the guiding theoretical framework, the study suggests that participants, who were predominantly first generation to attend university, engaged in peer mentoring to develop cultural capital for their chosen professional field, but also to give back and support the development of social and cultural capital for mentees. Practical implications for developing future peer support programmes are presented, as are future research avenues and limitations.
{"title":"Benefits and motives for peer mentoring in higher education: an exploration through the lens of cultural capital","authors":"Rick Hayman, Karl Wharton, C. Bruce-Martin, L. Allin","doi":"10.1080/13611267.2022.2057098","DOIUrl":"https://doi.org/10.1080/13611267.2022.2057098","url":null,"abstract":"ABSTRACT Despite the large and diverse cohorts recruited annually across the globe to university sport programmes, few studies have assessed the value of peer support within sports education settings. Even more surprising is the lack of research to have explored the encounters of peer mentors who help deliver these schemes and the impact it had on their professional development. Conducted at a post-92 English university, this study explored the benefits and motives of students volunteering to become peer mentors in their second year of university. Drawing on Bourdieu’s key concepts as the guiding theoretical framework, the study suggests that participants, who were predominantly first generation to attend university, engaged in peer mentoring to develop cultural capital for their chosen professional field, but also to give back and support the development of social and cultural capital for mentees. Practical implications for developing future peer support programmes are presented, as are future research avenues and limitations.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"151 1","pages":"256 - 273"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90494669","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 : 2022-03-15DOI: 10.1080/13611267.2022.2057100
M. Stockkamp, Veronica M. Godshalk
ABSTRACT Mentoring traditionally is described as a relationship in which the protégé learns through mentoring functions provided by the mentor. However, researchers continue to question how mentors profit from this relationship. Drawing from social exchange theory, the current study aims to examine the mutually beneficial nature of the mentoring relationship by examining antecedents for and learning outcomes of mentoring relationships for mentor and protégé simultaneously. We collected data from 146 mentoring teams in a student peer-mentoring program of a German university at three points of measurement. Results were consistent with our hypotheses in that mentor and protégé learning goal orientation and meeting frequency predict mentoring functions received by protégés, which in turn, were related to mentor and protégé learning. By concurrently investigating mentor and protégé learning, at the individual and team levels, this research further demonstrates how mentoring may be a mutually beneficial learning relationship.
{"title":"Mutual learning in peer mentoring: effects on mentors and protégés","authors":"M. Stockkamp, Veronica M. Godshalk","doi":"10.1080/13611267.2022.2057100","DOIUrl":"https://doi.org/10.1080/13611267.2022.2057100","url":null,"abstract":"ABSTRACT Mentoring traditionally is described as a relationship in which the protégé learns through mentoring functions provided by the mentor. However, researchers continue to question how mentors profit from this relationship. Drawing from social exchange theory, the current study aims to examine the mutually beneficial nature of the mentoring relationship by examining antecedents for and learning outcomes of mentoring relationships for mentor and protégé simultaneously. We collected data from 146 mentoring teams in a student peer-mentoring program of a German university at three points of measurement. Results were consistent with our hypotheses in that mentor and protégé learning goal orientation and meeting frequency predict mentoring functions received by protégés, which in turn, were related to mentor and protégé learning. By concurrently investigating mentor and protégé learning, at the individual and team levels, this research further demonstrates how mentoring may be a mutually beneficial learning relationship.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"112 1","pages":"164 - 183"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90521781","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：