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1.
This study describes the peer mentoring experience from doctoral student mentors?? point of view. Twelve science and engineering doctoral students participated in this phenomenology study. The findings suggest doctoral peer mentors served instrumental, psychosocial, buffering, and liaison roles; they passed on their social, professional, and academic knowledge to their mentees and tried to assist them in adapting to the culture of the lab and academia. The study identified a variety of factors that influenced their attitudes and behaviors as peer mentors and concluded this system would be beneficial to the learning and development of both individual students and lab teams. The aims of this study were threefold: first, to identify the importance and necessity of peer mentoring systems as part of the experience of working in labs in graduate school; second, to ascertain which interactions and factors in the peer mentoring relationship benefitted both peer mentors and peer mentees; and third, to explore what might constitute best practices in the peer mentoring relationship.  相似文献   

2.
This article discusses a peer mentoring teacher education initiative that aims at developing pre‐service teachers’ capacities to participate successfully in learning communities, both during their initial teacher education and throughout their teaching careers. Peer mentoring utilizes the latest conceptualization of mentoring, that of co‐mentoring by Bona et al. or that proposed by Hargreaves and Fullan, where all teachers give and receive support. Such a conceptualization challenges the traditional assumption that the mentor knows best and is consistent with the latest approaches to teacher professional development, where teachers are encouraged to participate in learning communities. A peer mentoring teacher education initiative is described and three essential elements are highlighted.  相似文献   

3.
The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for peer mentoring styles were constructed using mentee assessments of mentoring functions and mentor quality, and unobtrusive data gathered in an analysis of online mentoring activities and a content analysis of the quality of the online mentoring activities. Using cluster analyses, three distinct mentoring styles were identified: Motivating master mentoring, informatory standard mentoring, and negative minimalist mentoring. Motivating master mentors were shown to have a positive influence on success in the mentoring program among those mentees who failed two preliminary exams. Implications for the training of peer mentors in higher education are discussed.  相似文献   

4.

Mentoring as a time‐honored and effective mode of training and teaching is briefly reviewed, highlighting the valuing of the mentoring relationship in educating gifted and talented youths in Chinese history. The current development of mentorship programs for gifted students at the Chinese University of Hong Kong is explained with examples from the search for potential mentors within the university community, and the development and operation of the mentorship program of Chinese creative writings for Hong Kong students. Future directions in the development of mentorship programs for gifted students using information technology and peer mentors in double mentoring are discussed, and a model of three levels of mentoring encompassing telementoring, double mentoring, and one‐to‐one mentoring is suggested.  相似文献   

5.

This paper describes the experience and benefits of peer led education at Tanfield School and how this led to the development of a peer mentoring scheme in the school, which was linked to citizenship education. The project aimed to strengthen existing links and ease the transition of pupils from feeder primary schools to the secondary school. The second aim was to improve the key skills of the mentors and have an impact on their learning. The project involved year 10 older students mentoring pupils in year 7. The findings of the evaluation are reported and it is argued that the aims were met.  相似文献   

6.
ABSTRACT

The purpose of this quantitative study was to understand how training and the development of the mentoring relationship impacts mentor beliefs across time within a therapeutic mentoring program called Campus Connections, a community engagement program that pairs university undergraduate and graduate students with youth from the local community in a mentoring relationship for an academic semester. Specifically, we studied how mentor beliefs are constructed at the start of the mentoring program, how these beliefs shift after four weeks of training, and how mentor beliefs change after participating in the mentoring process during an academic semester. Results indicated mentors held unhelpful mentoring beliefs prior to training and that training combined with the mentoring relationship created a positive impact on mentoring beliefs. Implications for the mentoring relationship and community engagement programs are discussed based on the trajectory of mentor beliefs within the study.  相似文献   

7.
Researchers have highlighted developmental mentoring as being beneficial and judgmental mentoring as hampering the potential positive outcomes of mentoring. We introduce the construct clear mentoring as a beneficial form of mentoring. The findings suggest that newly qualified teachers who perceive higher levels of mentoring characterized by mentees’ opportunities to reflect upon their own practice, openness to different approaches to being a teacher, and an atmosphere of relational trust are more likely to report lower levels of self-efficacy. In contrast, mentees who perceive higher levels of mentoring characterized by clear communication of feedback and advice are more likely to report higher levels of self-efficacy and lower levels of intention to quit. This study contributes to the field of mentoring by illuminating how mentors’ communication of evaluations, advice, and feedback can positively affect mentees, and how mentoring dominated by mentees’ perspectives can negatively affects mentees.  相似文献   

8.
ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.  相似文献   

9.
Abstract

Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are the goals of UR? (2) What do the students expect from me? and (3) How should I use my expert knowledge? We discuss how academic developers can use these entry points together with a set of reflective lenses to stimulate critical reflection on the mentoring role and help the mentors to define their role and help the mentors to define their role.  相似文献   

10.
Abstract

School‐based mentors are taking increased responsibility for the initial training of student teachers as a result of government policy to lengthen the proportion of time students spend in school during their training. The role of the mentor is critical in the development of a partnership model of initial teacher education (ITE), involving close collaboration between higher education institutions (HEIs) and schools. This article draws on our research into the practice of mentoring on the one‐year Primary Postgraduate Certificate in Education (PGCE) at the Chichester Institute. Through observations of mentoring sessions at school we analyse the process of mentoring in action. Drawing on mentor observations and interviews with mentors, students and college (link) tutors we examine the diverse nature of mentoring and identify some of the common qualities of good mentoring practice.  相似文献   

11.
ABSTRACT

Through personal and dialogical narratives, we explore the ways Black women mentors (do not) reveal to their mentees their lived-experiences and the personal pain associated with the pursuit of careers in higher education; how and why their narratives of pain and pursuit are negotiated, sanctioned, and/or strategically altered; and the impact these decisions have on the development of Black women graduate students. Drawing on hooks’ notions of ‘imperialist white supremacist capitalist patriarchy’ (2015), ‘radical honesty’ (2004), and ‘homeplace’ (1990), we deploy the concept of curriculum homeplacing to more critically examine Black women’s mentoring relationships.  相似文献   

12.
This article presents a model of mentoring which may be used as an analytic tool for reflecting on practices commonly employed in supporting beginning teachers. Eighteen mentors and 36 intern teachers whom they mentored were participants in the study. Analysis of data revealed three general patterns of mentoring—responsive, interactive, and directive—and eight dimensions of mentoring related to: (a) emotional availability; (b) levels of engagement; (c) degree of investment in mentoring relationships; and (d) the capacity for criticalness in their mentoring. Variability among mentors in their ways of enacting the three general mentoring patterns was accounted for by their individual preferences in the eight dimensions of mentoring. Cases representing each general pattern of mentoring are presented, and instances reflecting shifts in general mentoring patterns are explored. Implications for teacher educators who select, prepare, support, or serve as mentors are discussed.  相似文献   

13.
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   

14.
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15.
Enhancement of Mentor Selection Using the Ideal Mentor Scale   总被引：1，自引：0，他引：1  
Doctoral students seeking faculty mentors have few tools available to assist them. The Ideal Mentor Scale (IMS) is a new measure designed to help graduate students consider the qualities they as individuals most value in a potential mentor. Ph.D. students at 3 different universities (Ns = 82, 250, 380) contributed to the development and cross-validation of the 34-item IMS. Item frequencies indicated that 2 universal qualities were central to graduate students' definitions of a mentor: communication skills and provision of feedback. Principal factor analysis of the IMS indicated that 3 individual differences dimensions reliably underlaid graduate students' importance ratings of mentor attributes: Integrity, Guidance, and Relationship. In one sample, Guidance and Relationship were significantly related to student satisfaction with their mentor. The IMS is an assessment tool that could individualize the initiation and maintenance of mentoring relationships, enhance communication, and ultimately improve the satisfaction of students with their doctoral education.  相似文献   

16.
Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a youth mentoring program (n = 158) and a comparison group (n = 136) were analyzed to determine how initial characteristics of youth mentors (a) differ from comparisons and (b) are associated with mentors’ satisfaction. Mentors reported higher autonomy, cultural sensitivity, and lower depression pre-participation than the comparison group, and their pre-participation GPA, cognitive empathy, and depression predicted post-participation mentoring satisfaction. Implications for mentor training are discussed.  相似文献   

17.
ABSTRACT

Our study is focused on the field-experience of a unique ideological group. The prospective teachers are community activists who are dedicated to meeting the social needs of communities through education, mainly in the periphery and in weakened populations. Their vision is to become community teachers. We focused on a new mentoring role, which was created in order to meet the special needs of this group. The new mentors are members of the same movement as the prospective community teachers, share their ideology and dilemmas, and gain their trust. The findings show that this role is necessary and meaningful. We discuss different aspects of the role of the new mentors, including aspects of informal mentoring, and how it can be applied in other teacher-training models. Our findings may help in providing ideas for choosing mentors with special characteristics for special students.  相似文献   

18.
Undergraduate research is viewed as an important catalyst for educational engagement and persistence, with an emphasis on the faculty mentoring relationship. Despite the common practice of having multi-tiered lab teams composed of newer undergraduates and more seasoned undergraduates serving as peer mentors, less is understood about the experience of peer mentors. Using the framework of legitimate peripheral participation, this study examined how peer mentors negotiated their roles in the lab. Nested case studies based on interviews with peer mentors, faculty members, and newer students illustrated how peer mentors establish credibility through prior lab experience and faculty-framed authority. Delegating supervision was an important component that helped newer students to accept the authority of the peer mentor. Implications for program development and future research involving peer mentoring are discussed.  相似文献   

19.
Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth. We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral students may uncover new ideas about the benefits reaped through undergraduate research experiences.  相似文献   

20.
高校教师评价体系重科研轻教学、研究生需求的多元化和功利主义的校园文化,构成了现代研究型大学师生关系的背景因素。根据教师在师生关系中自身角色认知不同,大致可将教师分为＂不愿妥协的清高者＂、＂信奉适者生存的现实主义者＂和＂主动搏击的操控者＂3类,而这3类教师对待学生的态度有显著区别。研究发现,在师生利益的博弈中,学生正沦为教师制造科研业绩的工具,忽视教师在道德和人格上的榜样作用对学生的全人发展非常不利。唯有在教师评价中增加道德实践的标准,通过大学教师发展树立起教师的学术责任意识,加强师生沟通,才有可能挽救逐渐淡漠甚至异化的师生关系。  相似文献   

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