首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
The purpose of this study is to explore the process of coaching a mentor of experienced teachers. In particular, we sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor and coach (the co‐researchers) participated in a platform conference, three coaching conferences, and a debriefing conference. In the platform conference, the mentor espoused the use of nondirective mentoring behaviors. The mentor and coach used the coaching conferences to review audio recordings of the mentor working with mentees during conferences intended to improve the mentees’ teaching, and to engage in reflective dialogue concerning the mentor’s interpersonal behaviors. The mentor experienced cognitive dissonance on several occasions during the coaching conferences when she discovered her use of directive behaviors in some interactions with mentees. Eventually, the mentor resolved this dissonance, primarily by changing her beliefs about mentoring and shifting from a nondirective to an eclectic platform. We conclude that the coaching of mentoring explored in this study has considerable potential for future research on the coaching process.  相似文献   

2.
While studies have shown that mentoring is central to new teacher development, few investigations have examined what mentors learn about themselves as mentors. The purpose of the study was to illuminate mentor learning. The article reports on two case studies that investigated the development of mentoring expertise over a two-year period. During this period, the two mentor participants were engaged in a professional development intervention focused on fostering mentoring expertise. Data sources included transcribed professional conversations, interviews and action research documentation. Analysis of these data found that despite good intentions, mentors’ preconceptions of their role were difficult to change. Where substantive change was evident, there was a conceptual shift from a focus on mentee and student learning to include mentor learning. The study suggests that the development of mentor expertise is complex and cannot be assumed. The complexity associated with letting go of deeply ingrained beliefs and practices to develop mentoring expertise is illuminated in the dynamic interaction between the school context, the mentor’s preconceptions and re-conceptualisation of their role along with the on-going assessment of professional learning opportunities.  相似文献   

3.
In this study, we aimed to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. An empirical study conducted with 360 mentees who had received mentoring services shows that an intervention style which combines a maieutic approach with mentor involvement produced the best results. This style made it possible for the mentor to play a more decisive role with the mentee and also fostered the development of certain mentee outcomes. Mentoring program directors can make their mentors aware of the importance of their mentoring style to maximize outcomes for novice entrepreneurs.  相似文献   

4.
ABSTRACT

Youth coaches play a crucial role in the development of young athletes and their physical, psychological and social well-being. Therefore, it is important to foster and develop youth coaches’ ability to govern and act effectively in their coaching practices. Sports organisations facilitate the development of youth coaches through formal coach education. However, research has shown this to be with limited effect. The purpose of this action research study was to involve youth coaches in developing a new and more effective coach education practice.

The coaches developed their practices through both dialogue and reflection with each other. A shift in the mindset of the coaches resulted in a more reflective and analytical approach in their way of thinking and talking about their practices. The most effective tools for improving the coach educational practice was the active management of the relations between the participating coaches and assisting the coaches’ reflection and dialogue through the use of scaffolding. In order to engage coaches in the educational practice, alignment between coaches’ expectations and both course content and form was crucial. These findings provide further insight into how coaches can develop their practices and how sports organisations can develop more effective coach education practices.  相似文献   

5.
Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand how the “art of coaching” can be characterized as structured improvisation and how experience is crucial to structuring coaching practice. An examination of current coach education and assessment demonstrates that coaching practice viewed as a composite of knowledge has not specifically addressed the pervasive influence of experience on coaching practice. Drawing on experiences from the educational field, we examine how coach education and continuing professional development can utilize mentoring and critical reflection to situate learning in the practical experience of coaching.  相似文献   

6.
This article examines interview data from 12 mentors/coaches and eight of their clients in order to explore a mentoring and coaching service among UK university staff. Both mentors/coaches and clients were administrative or academic employees of the Institute of Education or affiliated colleges at London University, UK. Their roles related to the administration for, or leadership of, teaching programs as well as educational research and consultancy projects pursued by the institute. The mentors/coaches in this service aimed to construct or co‐construct knowledge with their clients rather than to transmit advice to them. The author explores the learning of mentors/coaches and clients, conceptualizing their “co‐construction” of knowledge as either collaborative construction or as participation. She examines the link between the construction of knowledge and personal relationship, considering the personal relationship both of mentor/coach with clients, and among mentors/coaches themselves. Additionally, the author draws on the divide between functional and personal. She concludes by considering implications from the findings about mentoring and coaching. Emphasized is their potential to play a subversive role within the established functional systems of an institution, if mentoring and coaching prioritize personal relationship.  相似文献   

7.
Current thinking in coach education advocates mentoring as a development tool to connect theory and practice. However, little empirical evidence exists to evaluate the effectiveness of mentoring as a coach development tool. Business, education, and nursing precede the coaching industry in their mentoring practice, and research findings offered in these domains could be drawn upon to position mentoring as sports coaching development tool. Given the remote basis of some of mentor–coach relationships in sports coaching, additional learning can be drawn from mentoring conducted by virtual or electronic mediums. This article concludes with a series of reflective questions arising from research findings in other domains, designed to engage the potential coaching organization with the mentoring process.  相似文献   

8.
Effective coaching is a mixture of pedagogy and principles of sciences, e.g., motor skill acquisition, sociology, and physiology, often referred to as the science of coaching. Instinctive or intuitive coaching has often been incorrectly viewed as the art of coaching. More important should be how coaches develop knowledge, how they access that knowledge at the appropriate times and how this affects their decision-making process. The study of expert coaches should allow inferences to be drawn from their development and applied to coach education. This article intends to clarify coaching expertise and examine the role of tacit knowledge within coaching. The lack of a clear development pathway for aspiring expert coaches is a clear indicator that the current coach education system needs review. Any effective education system should be based on knowledge and understanding rather than mimicry and the implications for the future of coach education are considered.  相似文献   

9.
Drawing on the methodology of critical incidents, this study sets out to explore the perspectives that 20 experienced in‐service mentors in Israel adopt towards critical incidents in their work, as they account for how they reason about and act upon these incidents. Mentors’ stories of critical incidents shed light on the complex nature of mentors’ professional expertise, reflected in the finding that experienced mentors’ reasoning and behaviour constantly fluctuates between a novice and an expert stage, depending upon the nature of the situation and the type of mentor–mentee interaction that the mentor is confronted with. The study supports the more dynamic, discontinuous and interactionist view of the acquisition of expertise, highlighting the regressions and progressions that play out when experienced professionals take up an additional role, such as in the passage from teaching to mentoring.  相似文献   

10.
ABSTRACT

Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.  相似文献   

11.
In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public service mentoring scheme in the UK where a developmental relationship mentoring model had been developed and used to guide practice. Findings indicated toxicity and negative outcomes may be positively influenced by mentor motivation and emotional intelligence, and can be avoided when there is awareness of how relationships develop and evolve. For example, the use of contracting in the early stages can limit the mismatched expectations that provoke disappointment, but equally mentor actions at other stages play key roles in reducing potential failure. Our study has implications for the enhancement of mentor training and scheme coordination as well as contributing to the understanding of negative mentoring relationships.  相似文献   

12.
Reviews     
The aim of our study was to examine formalized mentoring as a learning strategy for volunteer sports coaches and to consider implications for other volunteer groups in the community. Despite the increasingly popular use of mentoring as a learning and support strategy across professional domains, and the sheer scale of volunteer sports coach activity in many communities, there has been comparatively little research on structured mentoring programmes in such settings. Data are reported from a 12-month longitudinal study of 6 mentors and 18 volunteer coaches who were organized into formal mentor partnerships in one region of the United Kingdom. Findings from our study revealed that mentoring was the result of continuous interaction between coach and context, and that context must be understood in both spatial and temporal terms. The implications for mentoring in other community based volunteer groups are explored.  相似文献   

13.
Drawing on the sociocultural theoretical (SCT) perspective, we offer a microgenetic analysis of mentor–mentee interactions in the context of pre-service teachers’ practicum in a Master’s program for Teaching English as a Second Language (TESL). Following two pairs of mentors and mentees, we analyze audio-recorded interactions and interviews and examine in depth how mediation occurs during mentoring and how such mediation assists the mentees in learning to become teachers. Our findings show that mentors’ mediation is dynamic and contingent upon the context in which mentoring occurs and that the quality and character of mentor–mentee interactions during goal-directed activities is a critical feature of promoting the mentees’ learning. Responsive mediation especially plays a key role in promoting the mentees’ cognitive development, and it is an essential component of effective mentoring. This calls for a more SCT-informed approach to conceptualizing mentoring and training mentors in practicums.  相似文献   

14.
University-based teacher education programs are criticized for being too theoretical, disconnected from the everyday realities of schools. To bridge this gap, teacher education programs give students year-long field experiences under the joint tutelage of mentor teachers and university faculty. However, this assumes that mentor teachers will not only be exemplary teachers, but skilled mentors as well. This article explores the tensions between the theoretical and practical work of teaching within mentoring relationships, specifically in spaces where teacher agency is limited by political, social, and cultural factors. The sociocultural, language approaches in many teacher education programs are seen as idealistic when pushed up against skills-based language approaches, advocated in classrooms. Using qualitative methods, this project follows three mentor/mentee pairs as they negotiate their relationships in an urban area in the Southwest United States. While all three pre-service teachers strongly believed that learning was a social practice, constructed through child inquiry and play, they struggled to maintain their ideologies and beliefs during their field experience. Pre-service teachers held firmly to their beliefs about teaching and learning, but holding onto these beliefs were wrought with personal and philosophical tensions. Pre-service teachers found limited agency in their practice and little support in implementing their own practices. Most importantly, unequal power dynamics and communication issues were obstacles towards mutually beneficial mentorship. Thus, preservice programs must address the importance of developing and cultivating the mentor/mentee relationship—a relationship that is pivotal in the construction of preservice teachers’ identities and practices.  相似文献   

15.
ABSTRACT

In this paper, we describe a mentoring program designed to help prepare high school seniors at Arizona State University Preparatory Academy for postsecondary education. Specifically, we address the usefulness of ‘humanistic mentoring,’ a form of mentoring that stresses the importance of reciprocity, mutuality, and empathy in the mentor/mentee relationship. We further describe how sharing stories was useful in developing such humanistic relationships. Based on etic-thematic coding of interviews from 13 of the mentees, a humanistic lens for mentoring and sharing personal stories is productive for both developing relationships and passing on knowledge.  相似文献   

16.
A positive mentor–mentee relationship is essential for the mentee’s development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor–mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a mentoring professional development program, (b) nineteen mentor teachers with written responses and audio-recorded focus groups, and (c) two pairs of mentors and mentees with audio-recorded interviews. Findings revealed that positive relationships required the achievement of trust and respect by sharing information, resources, and expectations and by being professional, enthusiastic, and supportive with collaborative problem-solving. A model is presented that outlines ways in which mentors can form positive mentor–mentee relationships.  相似文献   

17.
Undergraduate research and creative activities are established high-impact practices that provide students with both advanced knowledge of their academic disciplines and the ability to apply that knowledge to creatively answer questions. At the center of these experiences, is the close relationship between a student researcher and a mentor. Using survey data from 69 recent undergraduate researchers at one university, we investigated the characteristics and impact of these mentor–mentee relationships. We found that active mentoring practices were a significant influence on how competent students perceived themselves as scholars. These practices were more influential than practical aspects of mentoring. Our findings reflect the complicated nature of mentoring in higher education and identify key characteristics of successful mentoring relationships. With greater understanding of this essential component of undergraduate research, we are equipped to make more informed decisions regarding faculty and administrative support for future undergraduate research and creative activities.  相似文献   

18.
ABSTRACT

This study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants’ roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants’ views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring.  相似文献   

19.
  相似文献   

20.
Background:?This article reports on a mentoring programme which was implemented in selected Scottish secondary schools with the view to supporting students with school work, transition to further education/higher education, careers, and interpersonal skills. Mentoring students can enhance their academic, social, career and other outcomes. Mentoring relationships, when properly implemented, have been found also to yield positive results for mentors.

Purpose:?This paper is an investigation into a school-based mentoring programme which was implemented in 6 selected Scottish secondary schools. In so doing, we hope to contribute to an evolving framework for designing and implementing successful school-based mentoring.

Sample:?The sample for this study included 10 students aged between 16 and 17 years old in the second year of a broader 2-year business/education project, which aimed to promote student uptake of science, technology, engineering and mathematics (STEM) careers after secondary school. There were 11 mentors, who were drawn mainly from the science, health and the education sectors.

Design and method:?Methodologically, this study was qualitative interpretivist in nature. Data collection involved focus group discussion and individual semi-structured interviews.

Results:?The findings show mentee and mentor preparation, clarity of expectations, mentee–mentor matching, mentee motivation, appropriateness of meeting spaces and power relations, modes of communication including the use of social media, and the role of schools as essential conditions which influenced the quality of mentoring relationships.

Conclusion:?The findings suggest that mentoring programmes involving students in school and ‘external’ adult mentors need to consider a range of factors to achieve success when designing and implementing mentoring. This paper raises important issues for example, communication using social media, which have implications for practice in business sector and school partnerships involved in school-based mentoring.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号