Mentoring Approach Research Articles

PENDAMPINGAN KELOMPOK USIA DINI (PAUD TERPADU FAST STAR) DALAM KEGIATAN PENANAMAN DI PANTAI SULI KABUPATEN MALUKU TENGAH

Early age group assistance (Fast Star Integrated PAUD) aims to motivate and shape children's character from an early age to love nature and preserve the environment. This mentoring and field practice approach while learning was chosen to provide knowledge, understanding and skills to students about the importance of a tree or plant for human life and the natural environment. The stages of implementing this activity include Seed Preparation, Land Preparation, Seedling Transportation, Socialization about the Importance of Trees for Life, and Planting. Students gave a positive response to the importance of trees for life by asking questions and answering questions given during socialization. In addition, the motivation given to the students aroused their enthusiasm to carry out planting at Suli Beach and around their respective homes.

Perception of Early-Career Biology Teachers on the Impacts of Mentoring Modes on Instructional Delivery Effectiveness

Advancements in technology have led to virtual mentoring complementing or replacing face-to-face mentoring, but the perceived effectiveness of each by early-career biology teachers remains understudied. This study investigated the comparative effectiveness of on-site and virtual mentoring modes as perceived by early-career biology teachers. Three research questions and two null hypotheses were answered and tested, respectively. A descriptive survey research design was adopted for the study. The study involved 80 early-career biology teachers with less than five years of teaching experience, divided into on-site (n=40) and virtual (n=40) mentoring groups. Data was collected through a validated questionnaire having a reliability coefficient of 0.81. Percentages, means, standard deviations, and t-tests were used for data analysis. The findings revealed that on-site mentoring was perceived to significantly improved content knowledge, instructional strategies, and professional rapport. In contrast, virtual mentoring fostered reflective practice and provided extensive resource access but faced challenges such as scheduling conflicts and technological barriers. Significant differences in perceived effectiveness and challenges between the two modes of mentoring led to the rejection of both null hypotheses. On-site mentoring was perceived as more effective due to its immediate, hands-on support, while virtual mentoring offered valuable flexibility and resource access despite its challenges. A blended mentoring approach was recommended to combine the strengths of both modes for early-career biology teachers.

Pedagogical conditions for soft skills development in future officers: evidence from the National Guard of Ukraine during wartime

This study investigates the effectiveness of pedagogical conditions for developing soft skills among future officers of the National Guard of Ukraine (NGU) during wartime. Through a mixed-methods approach combining quantitative and qualitative methodologies, we examined the development of essential military leadership competencies in a 12-month pedagogical experiment at the Kyiv Institute of NGU. The study involved 132 participants divided into experimental (n=64) and control (n=68) groups, with the experimental group receiving enhanced soft skills training through specialized pedagogical interventions. Results demonstrate significant improvements in the experimental group across multiple competency areas, including communication skills (31% increase), critical thinking (23%), teamwork (31%), lifelong learning (64%), professional ethics (31%), and leadership abilities (33%). Statistical analysis using the χ2 criterion confirmed the significance of these improvements at the 0.05 level. The findings suggest that structured pedagogical interventions, particularly those integrating combat experience and mentorship approaches, can effectively enhance military officers' soft skills development. This research contributes to the growing body of evidence supporting the importance of systematic soft skills training in military education, especially during periods of active conflict. The study's implications extend beyond the Ukrainian context, offering insights for military education programs globally while highlighting the need for continued research into long-term skill retention and cross-cultural applications.

Maintaining Skill Development of Newly Qualified Physical Education Teachers

High percentages of newly qualified teachers drop out during their first 5 years of teaching in the classroom. Often, formal support systems are put in place to overcome ‘practice shock’. Yet this practice shock is generally associated with traditional academic subjects such as mathematics, humanities and science. The often-marginalised subject of physical education can be largely neglected when newly qualified teachers are considered. One strategy to reduce practice shock is that of an established mentoring program. The large volume of literature on mentoring across an array of education subjects suggests that mentoring is a valued skill. However, while mentoring is acknowledged as an essential prerequisite for successful teacher induction, its effectiveness in physical education may vary depending on the mentor’s quality of support and the mentee’s initial professional beliefs. This article draws on a structured analysis of research-based articles on mentoring for newly graduated physical education teachers and explores the discipline between mentee and mentor to make more valid inferences about the roles, responsibilities and outcomes of mentoring. The need for clarity around a physical education teacher’s role as a mentor and associated responsibilities relative to the provision of emotional support and guidance are examined along with suggestions for explicit transmission-oriented mentoring approaches to support beginning teachers’ professional development.

Mentoring Towards Information Communication and Technology in Utilizing Electronic Media for Bachelor of Teaching Livelihood Education Students in Eastern Visayas State University

The study aimed to determine the effects of mentoring towards Information Communication Technology (ICT) integration process in teaching Trainer's Methodology I in Facilitating Learning, specifically on competency-based learning materials on Utilizing Electronic Media in Facilitating Learning. In this process, interaction among the mentors and the mentees are encouraged to improve their work-based practice. The quasi-experimental design used specifically the pretest-posttest method. The module and pre-posttest exam used in this study constructed by the researchers. The mentees’ participation had determined, and modifications in teachers ICT’ integration indicators have analyzed. Observation and result of pre-test and post-test data described for skill and proficiency level of the mentees before and end of peer mentoring activity. The results indicated that the mentees in the experimental group show a noticeable improvement in their scores from pretest to posttest. The respondents compared to the controlled group which there is no significant difference between the pretest mean scores in ICT mentoring among Bachelor in Teaching Livelihood Education (BTLEd) students in the experimental groups. A significant result between the posttest means scores in ICT mentoring among BTLEd students in the experimental and control group and finally, using the mentoring approach in ICT to BTLEd students is more effective than using the traditional methods of teaching the same lesson.

Game-based Learning for Science Education in Institutional Care Settings in Northwestern Mexico

Play has been key to knowledge acquisition, creativity, and innovation. In education, game-based learning (GBL) is a physical and digital environment that enhances learning outcomes in students. This paper presents the results of observational research on game-based learning in science education as a motivation for young students from two institutional care settings in Northwestern Mexico, in the State of Sonora. The observational research touched on 1) game-based learning in science, technology, engineering, and mathematics (STEM) education, and 2) learning motivation in vulnerable student groups. This paper focuses on the authors' experiences, most of them early researchers focused on science education, their purpose of promoting game-based learning in STEM education, and interviews with representatives from both institutions. We found that game-based learning was seen as a novelty, innovative, and motivational way of engaging young students from institutional care settings to learn and become curious about the STEM field. We also designed and created games focused on STEM subjects in both institutions. Students living in institutional care settings face even greater obstacles regarding education. In some instances, the lack of mentorship or follow-up tutoring activities can determine their academic outcome or lack thereof. With the ever-changing world of technology, industries demand highly qualified people in STEM fields. Nonetheless, international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) have reported that school systems around the world are not equipped with the proper teaching methodologies for students to acquire basic skills such as mathematics nor critical thinking. In Mexico, public school systems and institutional care settings often lack teacher training or mentorship approaches to promote STEM education. This paper concludes with a reflection on the benefits of GBL in STEM education in such settings and suggestions for student-led collaborations with children and youth in such settings.

Development of nursing students' professional identity in different mentoring approaches during clinical training: A quasi-experimental study

BackgroundThe professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies. AimThe aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI. DesignThis study used a quasi-experimental design. SettingsThe study was conducted at the Department of Health Studies in Croatia. ParticipantsThe 119 first, second, and third year ungraduate nursing students. MethodsStudents were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises. ResultsBoth groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions. ConclusionsDuring the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.

Improving SMEs Business Productivity with Microsoft Excel Training in the Big Data Era

The business complexity requires business actors to have special skills in managing and analyzing data in Big Data. This community service aims to provide in-depth training on the use of Microsoft Excel as a platform for managing and analyzing data. The ability to manage and analyze data will greatly affect business productivity in facing the challenges and opportunities that exist in the Big Data era. Participants will be equipped with knowledge and practical skills in utilizing various relevant Excel features, including pivot tables, vlookup, if, and sophisticated data analysis techniques. This training uses a mentoring approach through several processes: preparation, implementation, mentoring and evaluation, and post training mentoring. The results reveal significant effects: awareness of technology to increase SMEs productivity is built; the competence of SMEs actors in using Microsoft Excel increases; and SMEs actors are able to increase efficiency and effectiveness in managing, processing, and analyzing data so that they can optimize the decision-making process more effectively and accurately. However, in-depth material is still needed, so further training is needed to deepen the knowledge and skills of SMEs actors. This is important for SMEs to respond to the challenges in the increasingly complex global market.

Mentorship in health research institutions in Africa: A systematic review of approaches, benefits, successes, gaps and challenges.

In Africa, where the burden of diseases is disproportionately high, significant challenges arise from a shortage of skilled researchers, lack of research funding, and limited mentorship opportunities. The continent faces a substantial gap in research output largely attributed to the dearth of mentorship opportunities for early career researchers. To explore existing mentorship approaches, identify challenges, gaps, successes, and benefits, and provide insights for strengthening mentorship programs in African health research institutions. We registered the review protocol on the International Prospective Register of Systematic Reviews [CRD42021285018] and searched six electronic databases-EMBASE, AJOL, Web of Science, PubMed, DOAJ, and JSTOR from inception to 10 November 2023, for studies published in English reporting on approaches of mentorship in health research in African countries. We also searched grey literature repositories, institutional websites, and reference lists of included studies for additional literature. Two independent reviewers conducted screening of titles and abstracts of identified studies, full-text screening, assessment of methodological quality, and data extraction. We assessed study quality against the Mixed Methods Appraisal Tool (MMAT). We resolved any disagreements through discussion and consensus. We employed a narrative approach to synthesize the findings. We retrieved 1799 articles and after screening, included 21 studies in the review. The reviewers identified 20 mentorship programs for health researchers (N = 1198) in 12 African countries mostly focusing on early-career researchers and junior faculty members. A few included mid-career and senior researchers. We categorized the programs under three key mentoring approaches: international collaborative programs, regional and in-country collaborations, and specialized capacity-building initiatives. Our review highlighted the following successes and benefits of health research mentorship programs: the establishment of collaborations and partnerships, development of research programs and capacities, improvement of individual skills and confidence, increased publications, and successful grant applications. The gaps identified were limited funding, lack of a mentorship culture, negative attitudes towards research careers, and lack of prioritization of research mentorship. Our review highlights a diverse landscape of health research mentorship aspects predominantly targeting early career researchers and heavily driven by the North. There is a need for locally driven mentorship initiatives in Africa to strengthen mentorship to advance health research in the region. PROSPERO registration number: CRD42021285018.

DEVELOPMENT OF A MENTORING APPROACH FOR ENHANCING STUDENT RELATIONAL LEADERSHIP IN PRIVATE UNIVERSITIES OF JINAN, SHANDONG PROVINCE, CHINA

This study aimed to develop a mentoring approach for enhancing student relational leadership in private universities in Jinan, Shandong Province, China. This study employed a mixed-methods approach. The sample consisted of 422 students from six different private universities in Jinan. The result showed that the general level of student relational leadership in private universities in Jinan was high; nevertheless, there was still room to enhance. Based on the quantitative analysis results, the mentoring activities encompassed four significant elements: mentoring for leadership empowerment, mentoring for psychological and emotional support, peer mentoring, and e-mentoring. We developed the mentoring approach based on student relational leadership and effective mentoring activities. Shandong Yingcai University applied it to 97 students. The finding indicated that there was a significant difference before and after implementing the mentoring approach. We recommended the mentoring approach to the private universities in Jinan to foster student relational leadership.

Place-Based Indigenous Student Mentorship: Storying the Process of the Atlantic Indigenous Mentorship Network

Introduction. Indigenous post-secondary education students bring unique insights, knowledges, and expertise into post-secondary education spaces. Yet, post-secondary education in Canada is often a site of marginalization for Indigenous students given its’ colonial underpinnings. Targeted mentorship initiatives can be a way to support Indigenous learners through their post-secondary education journeys. Purpose. This manuscript chronicles the creation and ongoing work of the Atlantic Indigenous Mentorship Network and shares insights, challenges, and goals for the network as it continues to support Indigenous students in the Atlantic region. Implications. Our network utilizes a multi-pronged mentorship approach through offering financial, learning, and mentorship opportunities guided by the voices of Indigenous students in the region. Notably, our ability to build relationships with and amongst Indigenous students is strengthened through having an Indigenous graduate student coordinating the network over more than four years. Given the diversity of Indigenous Peoples in the Atlantic, our network has and continues to capture and engage with diverse Indigenous learners in a way that pays respect to their unique knowledges and challenges through continuous consultation and engagement. Our success is demonstrated through the increase in funded students conducting Indigenous health research in the region and through feedback gathered directly from students engaged with the network. Conclusion. By sharing the story of the Atlantic Indigenous Mentorship Network, we hope that learnings and insight can be gleamed to create and continue to strengthen other mentorship initiatives directed towards supporting Indigenous students.

The role of teachers’ direct and emotional mentoring in shaping undergraduates’ research aspirations: a social cognitive career theory perspective

PurposeThis study investigated the influence of teachers on undergraduate students’ development of research aspirations and the mechanisms behind this process.Design/methodology/approachEmploying social cognitive career theory, the study gathered data from 232 undergraduates, developed a structural equation model via the maximum likelihood method and executed empirical testing.FindingsThe findings reveal that neither direct nor emotional mentoring independently satisfies students’ needs for self-efficacy and aspiration in research nor significantly influences research interest. Specifically, the study demonstrates that (1) research self-efficacy, outcome expectations and research interest significantly shape research aspirations; (2) an overemphasis on direct mentoring might impede research aspiration development and (3) a focus on emotional mentoring, while overlooking direct mentoring, could result in diminished research self-efficacy.Originality/valueThis research pioneers a comprehensive analysis of the role of teachers in shaping undergraduate research aspirations through the lens of social cognitive career theory. It underscores the critical need to both balance mentoring approaches and foster intrinsic research motivation.

Building a Self-Sustaining Psychology Research Team in Academic Medicine: A Multi-Tiered Mentorship Model.

Psychologists in academic medicine face pressure to juggle multiple roles, and research is often limited by a lack of available resources and funding. In other academic settings, student-led psychology research teams that utilize a tiered mentorship approach are able to produce advances in meaningful research while supporting the development of future professionals in the field. This article identifies the barriers of implementing a tiered mentorship model into an academic medicine setting and reviews a case study of how the model can be effectively adapted and evaluated to promote a self-sustaining, student-led psychology research team.

Remote teaching and learning for teacher candidates: mentor teacher perspectives

PurposeThis study offers implications for remote mentoring within school university partnerships based on a qualitative study focused on how three experienced mentor teachers within a long-standing Professional Development School (PDS) partnership adapted to remote mentoring during emergency remote teaching in the 2020–2021 school year.Design/methodology/approachData was collected through interviews with three teachers and analyzed following qualitative methods to identify themes. Data is presented in case studies describing their remote mentoring practices.FindingsFindings indicate that in the context of strong school–university partnerships, these mentor teachers were successful in adapting their mentoring of teacher candidates to a remote modality and that the benefits to collaborators within the partnership were like those documented in traditional, in-person mentorship. The challenges these teachers overcame include establishing relationships and providing adequate supervision.Research limitations/implicationsThe results offer rich insights into the experiences of mentor teachers when conditions necessitate a change in instructional modality and create implications for innovation in mentorship of teacher candidates, particularly in remote mentorship settings.Practical implicationsSchool–university partnerships should be maintained during emergencies because of the benefits to all partners, most notably to prek-5 students. We recommend that articulated agreements be revisited and modified to address potential future emergencies. The value of establishing and maintaining strong PDS partnerships should not be undervalued during times of emergency.Social implicationsTeacher preparation programs can sustain the important work of educating teachers through challenges such as the COVID-19 pandemic most effectively when they work in partnership with prek-12 schools. Use of technology in innovative ways, such as remote mentoring, can support teacher preparation when in-person clinical experiences are limited.Originality/valueThis study offers initial data on remote mentoring, an innovative mentoring approach which has, to this point, been the subject of limited empirical investigation. Additionally, as remote educational opportunities for prek-5 learners increase, teacher preparation programs may choose to utilize remote mentoring in PDS programming, making this data of particular value.

Description and Utilization of an Educational Platform for Clean Production in Mechanical Engineering

This study introduces a novel educational mentoring platform that emphasises clean manufacturing techniques and is intended to support engineering education and mentorship. The mentoring platform provides practical, project-based learning opportunities in an educational environment. The platform's foundation lies in a mentoring approach through conducting sessions and defined projects. This paper will outline the primary components of a new educational mentoring platform and highlight some of its most important use cases. The mentoring platform enables the creation of programs like the Sustainable Manufacturing Innovation Program, which is showcased in this paper, equipping students with the knowledge to enhance sustainability in mechanical engineering and foster cleaner production startups. The paper briefly overviews the Novel Educational Methodology (NEM) integrated into an e-learning platform for personalized and adaptive learning materials and courses. The combined use of e-learning and mentoring platforms represents a comprehensive educational system, enhancing developmental outcomes while promoting and achieving clean production practices. Both platforms, e-learning and mentoring, are highly adaptable, facilitating the creation of diverse online course materials and mentoring programs across various scientific disciplines.

Implementing a gerontological nursing competencies programme in aged care: Participant experiences.

To explore the experience of registered nurses and their mentors in the implementation of the Gerontological Nursing Competencies in long-term aged care and the perceived effectiveness and suitability of the programme to support nurse development. The global population is ageing and needs a reliable aged-care nursing workforce. Opportunities for education and mentorship for newly qualified and experienced aged-care nurses warrant investigation. Qualitative evaluation using semi-structured focus groups was conducted following the implementation of the programme into five not-for-profit long-term aged-care organisations and analysed by a reflexive qualitative thematic approach and reported according to COREQ criteria. A total of 21 nurses (7 mentors and 14 mentees) participated in six focus groups. Five themes were generated: (1) nurses gained confidence and competence through the programme; (2) the facilitation of suitable mentoring activities and approaches was crucial to success; (3) the programme helps nurses recognise gerontology as a specialty; (4) the programme contributes to building a strategy of recruitment/retention/quality improvement in the sector; (5) barriers, challenges, changes and recommendations were identified. The Gerontological Nursing Competency model, which combined adaptive mentoring supported by reflective practice embedded in a gerontological nursing competencies framework, was perceived to improve nurse confidence and competence to lead and improve nursing standards of care. The evidence-based competencies are an acceptable and effective method for supporting gerontological nurse development. Expansion of, and accessibility to, the programme may aid global responses to aged-care reform, by building the recognition of gerontological nursing as a specialty and contributing towards recruitment, retention and quality care improvements.

“I need more help, but everyone expects me to know it”: perceived mentoring needs of contemporary second-year early career teachers

ABSTRACT While there has been theoretical and empirical address of the changing characteristics of teachers as they progress through the early years of their professional careers, much less research has considered how this influences the changing ways in which early career teachers (ECTs) may prefer to experience mentoring during this time. Most ECT mentoring research and in-school mentoring programmes focus on teachers in their first year of the profession, or ECTs in very broad terms. Consequently, the specific mentoring needs and preferred approaches of second-year teachers, in particular, remain unclear. In this paper, we report on data collected via researcher field notes, an online survey, and professional learning activities with 15 mentors and ECTs in their second year of teaching in Queensland, Australia. Using a combination of descriptive statistics and directed qualitative content analysis, findings indicated that second-year teachers identify as having specific mentoring needs that they perceive require a unique combination of directive and co-exploratory mentoring approaches. Critically drawing on theories of teacher development, these findings have implications for schools and systems both in Australia and internationally in the development of policies and programmes for mentoring beyond the first year of teaching.

Empowering Future Educators: The Influence of Pedagogical Mentoring on Virtual Collaboration

Virtual collaboration is an established pedagogical method in foreign language education, engaging classes in online projects with international partners as a core component of their curricula. This study investigates the crucial role of teachers as pedagogical mentors in virtual collaboration and analyzes the impact of their strategies and techniques on student learning during these online projects. The article begins by proposing a categorization of pedagogical mentoring based on existing literature. It then presents findings from a virtual collaboration project involving initial English teacher education classes in Indonesia, implementing two types of pedagogical mentoring. Through qualitative content analysis, the study identifies the effects of mentoring provided before the collaboration and reveals insights into student learning when their online interactions are incorporated into classroom activities. The article concludes by discussing the limitations and challenges of different pedagogical mentoring approaches in virtual collaboration and offers recommendations for effective pedagogical mentoring in such projects.

Effective mentor training, education and development: a qualitative multilevel meta-synthesis

PurposeThis paper synthesises international research on effective mentor training, education and development (MTED).Design/methodology/approachAn adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review of literature published between January 2010 and July 2020, together with a secondary analysis of studies including evidence on MTED; a subsequent systematic review of literature published between August 2020 and May 2023 and a general inductive analysis (Thomas, 2006) of interviews of leaders of large-scale MTED programmes that had good evidence of impact.FindingsOur meta-synthesis found that effective MTED is evidence-based, refined through ongoing research, tailored both to individual needs and context and includes sustained support. Effective pedagogical approaches in MTED are underpinned by adult learning principles and establish a learning climate that fosters open and trusting relationships. Effective MTED is shaped by the espoused mentoring model or approach, with particular emphasis on understanding, building and sustaining mentoring relationships and incorporating observing, practising, critically reflecting on and receiving feedback on mentoring.Practical implicationsThe study will be helpful to practitioners designing, reviewing and evaluating MTED programmes, researchers seeking to enhance the sparse MTED evidence base and programme commissioners.Originality/valueThe original and significant contribution of this study is the identification of key principles relating to the overall design of – as well as specific content, pedagogical approaches and supporting resources within – MTED programmes that have evidenced positive effects on mentors, mentees, mentoring and/or organisations.

Improving the Quality of Financial Reporting Through the Implementation of Microsoft Excel for SMEs in Parung Serab, Tangerang

Bookkeeping is one of the activities in financial management in Micro, Small, and Medium Enterprises (MSMEs) as an effort to improve the quality of financial reporting. The low quality of MSME financial reporting impacts other problems, such as reduced productivity and constraints on other MSME business processes. MSMEs experience this in Parung Serab Village, Tangerang. Parung Serab MSMEs experienced a decline in productivity due to a need for more consistency in reporting and financial management. Moreover, due to inconsistent financial management, MSMEs cannot open up and improve their finances, resulting in losses. Due to this problem, the team serves the community by assisting in simple bookkeeping using Microsoft Excel tools. This community service activity aims to improve the quality of MSME financial reporting through simple bookkeeping using a mentoring approach. This qualitative study uses data about the problems faced by MSMEs collected through an interview process. The subjects of this assistance are 15 MSMEs in Parung Serab, Ciledug. The result of this assistance is that with simple bookkeeping using Microsoft Excel format, MSMEs in Parung Serab have succeeded in maintaining consistency in financial management and reporting. This assistance means that by maintaining consistency in financial management, the quality of financial management and reporting and the productivity of MSMEs will increase.