Mentoring Practices Research Articles

Speaking up for the invisible minority: First-generation students in higher education.

A first-generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, "first-generation" can represent diverse family education situations. The first-generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first-generation students often do not make their identity as first-generation students known to others due to several psychosocial and academic factors. Therefore, they are often "invisible minorities" in higher education. In this paper, we describe the diverse family situations of first-generation students, further define "first-generation," and suggest five actions that first-generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first-generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first-generation student success throughout the academic pipeline.

Mentoring in EC-12 Music Education

Mentoring is a vital part of professional life in virtually every profession. However, very little academic research has been devoted to studying mentoring practices for music teachers, highlighting a need for further research and discussion on the topic. The author will explore the issue of mentorships among music teachers from his perspective as a college professor of education and former public school principal and upper-level administrator.

TOWARDS A QUALITY FRAMEWORK FOR RESPONSIVE COACHING AND MENTORING PRACTICE OF MASTER TEACHERS FOR POLICY AMENDMENTS

This research aimed to develop a quality framework for responsive coaching and mentoring practices of 164 master teachers for policy amendments at the Schools Division of Zambales. Employing a quantitative descriptive research approach, the study utilized a validated and reliable researcher-made questionnaire for data collection and applied both descriptive and inferential statistics for data analysis. Findings revealed that master teachers exhibited the highest extent of responsive coaching practices in goal setting and clarity, as well as the highest extent of responsive mentoring practices in communication and collaboration. The relatively low standard deviation values indicated a strong consensus among master teachers, suggesting a high level of agreement about the effectiveness of these responsive coaching and mentoring practices. No significant difference was identified regarding the effect of demographic profiles particularly age, gender, length of service, and highest educational attainment of master teachers on the relationship between responsive coaching and mentoring practices. The regression analysis affirmed the significant findings on the impact of responsive coaching and mentoring practices of master teachers. A quality framework for policy amendments on responsive coaching and mentoring practices of master teachers plays a pivotal role in enhancing teaching performance by providing structured guidelines and systematic approaches.

Mentoring in developing, engaging with, and sustaining research teams that aligns with health and risk communication principles: apples and oranges or apples and apples?

ABSTRACT We are an interdisciplinary group of colleagues dedicated to partner engagement and team science. This influences our academic work, informs our research mentorship and capacity-building initiatives with junior scholars, conditions how we communicate with individuals outside of our disciplines, and makes lifelong learning a priority for ourselves and our trainees. Using the analogy of a seven-layer cake, this paper describes our capacity-building approach to develop, engage, and sustain research teams in a manner that aligns with health and risk communication principles. While preparing for a pandemic and engaging in team-based academic research may seem like apples and oranges, they both require the same key component throughout the process that we must encourage in our mentorship practices – effective communication. We provide concrete examples from our experiences on research teams that span decades and institutions.

Learning Doctoral Supervision in Education: A Case Study of On-the-Job Development of Effective Mentoring Practices

Aim/Purpose: In this case study research, we aimed to understand the development of effective doctoral supervision practices in Educational Research by examining supervisors’ experiences as doctoral students and how they learned their evolving supervision and mentoring roles as professors. Background: Doctoral supervision is shaped by institutional systems, program structures, research cultures, and national guidelines. Supervisors impact doctoral students’ research experiences, academic success, and personal growth. Many new professors lack formal training, rely on their own experiences being supervised, and learn how to supervise effectively through trial and error and on the job. Methodology: Our case study research involved interviewing five tenured, mid-career doctoral supervisors who were deemed effective based on doctoral student completions. Using reflexive thematic analysis and evaluative coding of interview transcripts, we identified two key findings and nine themes to describe supervisors’ experiences as doctoral students and their on-the-job development and practices as supervisors. Contribution: This study highlights how experiences being supervised as a doctoral student impact and influence the development of supervision practices in combination with various experiences of learning on-the-job during one’s academic career. We expand understanding of the complexity of supervision practice and uncover differences between contemporary contexts and past experiences being supervised. We demonstrate how several supervisors translated impoverished experiences with their own supervisor into targeted efforts to learn how to effectively supervise their own students, to change history, and to deliberately not supervise the way they were supervised. Findings: Two findings are presented: (1) experiences being supervised influence early supervision practices, and (2) learning to supervise on-the-job happens in a variety of ways. Nine themes describe how supervisors’ experiences being supervised influenced their supervisory practices and the various informal on-the-job development approaches, such as learning from students, colleagues, and prior career experiences. Findings highlight the roles of doctoral supervisors, academic peers, doctoral students, programs, and institutions that contribute to developing effective supervisory practices. In our case study, we demonstrate how supervisors can transform academic and research cultures over time. Recommendations for Practitioners: Institutions, programs, and supervisors play crucial roles in ensuring doctoral student success. Institutions should offer structured professional learning and peer mentoring that supports supervisors in developing effective practices early in their careers. By leveraging study findings, institutions can design professional learning opportunities that increase faculty adoption of effective supervision practices and accelerate their learning. Recommendation for Researchers: Given the vital role played by supervisors in research training and talent development of the next generation of researchers and leaders across society, we argue it is crucial to understand and optimize the ways in which doctoral supervisors develop effective supervisory practice as a matter of ongoing research interest. Future research can investigate the importance of intergenerational learning and knowledge transfer in academia, encouraging a more reflective and informed approach to supervisory development. Impact on Society: Findings can inform how to maximize individual, institutional, and governmental investments in higher education. This research can improve outcomes in doctoral education by expanding effective, research-informed development of supervisory practices. Quality supervision impacts doctoral students’ academic success, mental health, and career progression. Understanding supervisory lineage enables universities to enhance current and future doctoral experiences. Future Research: Four questions are provided to guide and promote supervisory development and ongoing research. There is an ongoing need to examine how supervisors and doctoral students define the impact and outcomes of successful supervision and mentoring practices beyond the completion of the thesis.

НАСТАВНИЧЕСТВО КАК ИСКЛЮЧИТЕЛЬНАЯ ОСОБЕННОСТЬ СОЦИАЛЬНО-ЛИЧНОСТНОГО РОСТА

In modern society, the value feature of a person's life, in most cases, no longer depends on himself, but on the system of socio-social processes. Therefore, improving the quality of life of the population is the task of the whole society. The article touches on a currently relevant phenomenon – the organization and actions of mentoring activities on the basis of the correctional educational institution OGBOU "Boarding school for students with hearing impairments". The publication contains a description of the correctional-pedagogical, socio-personal model of mentoring, which is difficult to overestimate, which provides support to young teachers during the period of mastering the profession, as well as provides assistance to parents, legal representatives during the accompaniment of pupils with disabilities in the work of the auditory analyzer. The article considers the practical orientation of mentoring technologies, expanded methods and methods as an extension of the educational space, taking into account the individual characteristics of children with hearing impairments, support for young teachers, education of the parent community, interaction with professional organizations, network pedagogical communities. The author of the article describes the experience of organizing mentoring activities in a correctional institution and beyond. The material indicates the construction of direct values of cooperation, the replication of mentoring practices, the universality of forms, techniques and tools of curation. The publication describes both the main activity of the tutor and the position of personal mentoring practice at school, which has certain role situations. The presented article highlights the pedagogical experience of mentoring in the process of accompanying students with special educational needs – hearing impairment. The article describes the directions of development and diversity of forms of mentoring activities with students, young teachers, parents, and the public. Depending on the conditions for the implementation of mentoring activities in an educational institution, each form of mentoring has its own purpose and specific tasks. Thanks to the mechanism of mentoring – the transfer of professional pedagogical experience, knowledge of correctional pedagogy, skills on how to do this or that action more effectively - young teachers, parents will avoid mistakes in raising children.

The interplay of normative, descriptive, and prescriptive discourses in shaping student teacher development: an analysis of physical education inspection reports

Purpose: This study aimed to analyze physical education (PE) inspection discourse for insights into mentoring practices and teaching quality improvement. Examining reports provided perspective into normative, descriptive, and prescriptive evaluation aspects shaping student teacher development. Methods: The study involved 29 Tunisian inspectors of student teachers at the High Institute of Sport and Physical Education during the Fall 2022 academic term. In total, 117 pedagogical reports were obtained confidentially for discourse analysis. The analysis focuses on three types of discourse that may be present in the inspection reports: normative, descriptive, and prescriptive. The objective is to extract the most frequently used words and verbs by inspectors and to quantify the frequency of terms related to these three dimensions. Results: Analysis of verb and word frequencies within different discourse types revealed a significant association (χ² test, P= .0013, Cramer's V= .17, moderate effect size). Pedagogical inspectors predominantly employed normative language, with 78.1% of words and 62.7% of verbs falling into this category. This dominance suggests a focus on guiding, advising, and encouraging teachers through references to specific standards and practices. Notably, verbs like "guide" and "suggest" (14% and 12% frequency, respectively) were prevalent, highlighting a collaborative approach over direct imposition. Conclusions: This study challenges the singular focus on discourse modalities in inspector reports, revealing a multifaceted discourse ecosystem. While normative language sets standards and benchmarks, descriptive language captures classroom realities, and prescriptive language offers targeted guidance. This interplay fosters critical reflection, professional autonomy, and continuous improvement in student teachers. Inspectors, therefore, emerge as more than evaluators; they are facilitators.

Peer Mentoring and Students’ Engagement in Social Work Classes: A Case Study in a Government College in Bangladesh

This study advocates integrating peer mentoring to boost student engagement in Bangladeshi social work higher education. Research objectives include evaluating the current status of peer mentoring in the college, analyzing merits and drawbacks of implementing peer mentoring in social work classes for student engagement, and investigating the relationship between peer mentoring practices and the level of student engagement. Qualitative study explores peer mentoring and student engagement in tertiary education using interviews, FGDs, and Classroom Observation. Thematic analysis, small sample size, and diverse representation ensure validity and reliability. The study uncovers traditional lectures and informal peer mentoring fostering student engagement. Formal peer mentoring significantly contributes to a peer learning environment, enhancing engagement through active learning. Strategies include scaffolding and motivation, addressing challenges through orientation and training. The study assesses integrating peer mentoring with traditional lectures in social work, uncovering limitations. Peer mentoring fosters a learning environment, emphasizing strategies for enhanced student engagement.

Mentoring Philosophy as a Guide to Navigate Challenges From the Lens of Certified Mental Performance Consultant Mentors

The purpose of this paper is to show how philosophies and guiding theoretical models have helped develop the mentoring practices of a master’s degree program with students seeking to become Certified Mental Performance Consultants. We present a series of challenges that we have encountered as mentors in this program. These challenges center around the consulting student, coach interactions, situations that have warranted a need for referrals, and mentor burnout. In each challenge, we discuss how our philosophy and models of supervision helped guide our decisions and the lessons learned from these various situations. Ultimately, these challenges and experiences helped us improve the program through changes in our mentorship structure and general logistics. We hope that our lessons, ideas for program improvement, and the rationale of how our mentoring philosophy supported our decision making at the time may be useful to mentors who oversee graduate-level programs.

Advancing Inclusive Mentoring: An Effective Mentor Training Program Across Comprehensive and R2 Public Universities.

Positive and inclusive mentoring of undergraduate research students, particularly of students from historically underrepresented groups is critical. The Advancing Inclusive Mentoring (AIM) program was developed to share inclusive mentoring practices with mentors at undergraduate-focused campuses and was assessed across five minority-serving universities. Self-ratings of mentorship skill as very- and exceptionally developed increased by 58% after AIM completion, and 93% of participants indicated they were likely to change their mentoring following AIM. While 93% of mentors rated the AIM program as beneficial, and 88% found most or all six modules pertinent to their mentoring, campus variations existed in perceived benefit (87%-100%) and pertinence (80-97%). These results suggest that AIM is effective training for mentors of undergraduate researchers, including those from historically underrepresented groups.

Community of Practice Mentoring to Retain Middle School Teachers

Community of Practice Mentoring to Retain Middle School Teachers

FACTORS INCREASING SELF-PERCEIVED EFFICACY OF MENTOR TEACHERS: GENERAL AND PERSONAL EFFICACY

This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers with regard to mentoring student teachers on placement. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed, while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. The research group consisted of 128 respondents cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice. The majority of them comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion of training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice, teaching qualifications, and position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings probably indicate that further education focused on mentoring boosts mentor teachers’ cooperating with Pavol Jozef Šafárik University in Košice trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.

Dual form of education within the framework of contemporary educational trends in Ukraine

As a result of the reforms carried out in our society, great changes are taking place in the education system. Taking into account the prospects and priorities of the economic development, modern equipment and technological trends, the urgent problem is the fundamental improvement of the quality of personnel training necessary for the industries and sectors of the economy. Existing work experience of an employee is highly valued by companies, so its absence is the main obstacle for those who are looking for a job for the first time. Many young people fall into a vicious circle: they cannot find their first job, cannot get a job, because they do not have work experience. The practice of mentoring has a large-scale impact on promoting youth employment and is one of the main reasons for reducing youth unemployment. Purpose. The main goal of the research is to study the peculiarities of the organization of the educational process in the conditions of dual education of students. Methodology. Research methods can be divided into two categories – theoretical ones: systematic analysis, synthesis, generalization, analysis of philosophical, pedagogical, psychological, methodological and technical issues related to the research problem, and experimental ones: observation, conversation, monitoring, survey and testing, pedagogical experiment. Innovative methods are introduced into the research process; they are used during lectures, seminars, practical classes, business games, projects, simulation modeling of problem situations, thematic conferences with the participation of employers. Despite certain shortcomings, the dual system of training is one of the successful models of cooperative training and production, which can be used as an innovative type of organization of targeted training. Findings. The work considers the main aspects of the organization of specialist training in the conditions of interaction between educational institutions and enterprises. After all, the organization of the training process at the enterprise according to the dual form of obtaining education is aimed at the formation of special knowledge, abilities and skills necessary for the performance of qualified professional activities. Originality. The authors considered the concept of the development of the system of dual-form education in Ukraine in modern conditions, which takes into account the historical chronology of the formation of this process, formalizes individual stages and initiates the principles of planning the future development of this domestic system in institutions of higher education. Practical value. The results of this study can be applied by scientific and pedagogical teams of educational institutions of higher and vocational education, as well as by representatives of employers who implement a dual education system.

Training in the art and science of facilitation to scale research mentor training in low and middle income countries

Advancing biomedical research in low and middle income countries (LMICs) to expand the capacity for LMICs to integrate biomedical research into their health care systems and education has been the focus of many programs in global health over the past two decades. Central to the success of these programs is effective research mentoring, characterized by academic, career and psychosocial support through culturally appropriate practices. Research mentoring is a learned skill, developed through training, mutual discussions, practice and feedback. The majority of extant training programs are designed and delivered by US partners, so the next stage in building capacity is to train facilitators within the LMIC partner institutions to contextualize and advance mentoring specifically within their cultural and institutional norms by co-developing, delivering and evaluating semi-annual research mentoring training. To this end, we describe the development, delivery and outcome evaluation of a 5-week course in the art and skill of facilitation. Care was taken to explicitly distinguish between concepts of “teaching” and “facilitation,” since “teaching” is closely connected to a transmission or banking model of education, which is characterized by “top-down,” hierarchical relationship. The course discussed power and positionality, themes that resonate with partners in Nigeria and Tanzania. These themes provided unique entry into deeper conversations core to advancing mentoring practice away from the traditional dyadic power structure that remains from colonization. Evaluation findings indicate significant advances in awareness of differences between teaching and facilitating, increased confidence in facilitation skills, especially in the area of structured planning and organization, as well as improved communication and interpersonal skills. All respondents felt that students in Nigeria and Tanzania would respond well to the facilitation approach conveyed during the course and they found value in participating in the course as a cohort.

“I give, and they give back”: teachers’ views on the professional implications of mentoring

ABSTRACTThis article provides an account of how six mentor teachers in Sweden reflect on the professional development opportunities they encounter, in the act of mentoring student teachers. The interview data come from the initial phase of a study titled Growing through mentoring: An activity-based inquiry into mentor teacher growth in knowledge and practices (Mentor Growth), which aimed to investigate the knowledge, processes and conditions involved in mentorship practices that lead to professional growth for mentor teachers. The study draws upon the theoretical concepts of social practice theory and situated learning in communities of practice, professional identity development and relational agency. The findings show that despite the challenges such as lack of time and poor support from the school leaders, mentoring benefits professional development by offering opportunities for fruitful collaboration with student teachers and self-reflection.

Ready to learn from your students? Chinese undergraduate students' experiences of informal reverse mentoring

AbstractThis study explores the potential of reverse mentoring as a way to renew the student–supervisor relationship in the Chinese higher education setting. We interviewed 17 Chinese undergraduates who engaged in informal reverse mentoring with their supervisors while working on undergraduate research projects. The findings reveal the existence of informal reverse mentoring dynamics between Chinese undergraduate students and their supervisors in three specific areas: (1) students provide fresh perspectives and expand their supervisors' ideas; (2) students actively introduce new research tools and techniques to their supervisors; and (3) students challenge their supervisors' viewpoints, including identifying their mistakes. Our study also shows that informal reverse mentoring benefits supervisors primarily through enhanced professional development and benefits students through increased sense of fulfillment, self‐confidence, and engagement. The analysis further identifies several personal and contextual factors that influence the practice of informal reverse mentoring. We also discuss the potential of (informal) reverse mentoring as a tool for intergenerational learning and the key role of the supervisor as a change agent to innovate their interaction style with Generation Z students.

Tracing ideas about mentoring newly qualified teachers and the expectations of school leadership in policy documents

ABSTRACT The practice of mentoring newly qualified teachers (NQT) has gained international attention in research over the past few decades, but little attention has been paid to ideas about mentoring NQT as they are presented in policy documents. Such ideas are important, as they represent what lies behind certain specific policy initiatives and measures. Consequently, this study aimed to provide insight into ideas about mentoring NQT, and to clarify expectations of school leadership regarding such issues conveyed in Norwegian policy documents. Discourse analysis inspired by theories on discursive institutionalism and governance was conducted on five policy papers. The documents were selected from a national educational level in Norway, where the emphasis on mentoring NQT has increased significantly over the past few decades. Three core ideas became visible through analysis: mentoring as a matter of institutionalization, of cultivating career-long collective learning and development, and of boundary work across institutions. Our analysis demonstrates how these ideas are made thinkable and calculable to practitioners and are expected to be used as instruments for practice, as well as how they can be institutionalized into practices of mentoring and, thus, practicable in the Norwegian context. The indicated expectations of school leadership are discussed.

Influence Of Principals’ Leadership Practices on Collaborative School Culture in Public Secondary Schools in Tiaty East and Tiaty West Sub-Counties, Kenya.

An ideal collaborative school culture in the two sub-counties should entail teacher’s collaboration, teacher’s involvements in decision-making practices, effective open communication and high teacher motivation. The current situation in Tiaty East and Tiaty West sub counties is that the area is plagued by poverty and frequent banditry, this has made the school environment in the areas to be hostile and the safety of both the learner and the teacher is not assured. A hostile school culture of collaboration can cause the problem of poor performance to persist since there are no harmonious relations among teachers, and teachers work in isolation. As a result, the principals’ task is to create an enabling school climate towards the creation of a collaborative culture of the school. The purpose of this study was to find out influence of school principals’ leadership practices on collaborative school culture in public secondary schools in Tiaty East and Tiaty west sub-counties. The objectives of this study were : to determine influence of principals’ mentorship practices on collaborative school culture and to establish how principals’ communication practices influence collaborative school culture. The research approach was the qualitative research and a cross-cultural study design with two cases and multiple units of analysis within each case. This study was grounded on the perspective that valuable insights about the issue of principal leadership practices and collaborative school culture can be obtained from a target population of 77 comprising of principals (1), teachers (156), support staff (276) and student leaders (328). A sample of 161 respondents; 1 principals, 31 teachers, 56 support staff and 64 student leaders was selected using purposeful sampling. The main instrument for primary data collection was use of interview schedules for principals, teachers and support staff and focus group discussion guides for student leaders. Data analysis was done using Computer Assisted Qualitative Data Analysis Software (CAQDA); ATLAS. Ti 9. The study found that the principals invited mentors for staff development to improve collaboration, ultimately positively impacting on student outcomes to promote a collaborative secondary school culture. Moreover, on principals communication practices, school meetings and social media especially Whatsapp groups are used to engage the school community in communication.The study concluded that principal's mentorship practices, and principal's communication practices are integral and symbiotic in creating a positive and collaborative school culture. On building positive collaborativecultures, the study is beneficial to future researchers in the field as they can expound more on other principals’ leadership practices and it will also contribute to existing research data. The study recommended that principals should involve teachers and other stakeholders in mentorship process in the schools. Key words: Collaboration, decision-making, motivation, mentorship, communication.

Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action.

Course-based undergraduate research experiences (CUREs) offer an expanding avenue to engage students in real-world scientific practices. Increasingly, CUREs are instructed by graduate teaching assistants (TAs), yet TAs may be underprepared to facilitate and face unique barriers when teaching CUREs. Consequently, unless TAs are provided professional development (PD) and resources to teach CUREs effectively, they and their students may not reap the assumed benefits of CURE instruction. Here, we describe three perspectives - that of the CURE TA, the CURE designer/facilitator, and the CURE student - that are collectively intended to inform the development of tentative components of CURE TA PD. We compare these perspectives to previous studies in the literature in an effort to identify commonalities across all sources and offer potential insights for advancing CURE TA PD efforts across a diversity of institutional environments. We propose that the most effective CURE TA PD programs will promote the use of CURE-specific instructional strategies as benchmarks for guiding change in teaching practices and should focus on three major elements: 1) enhancement of research and teaching acumen, 2) development of effective and inclusive mentoring practices, and 3) identification and understanding of the factors that make CUREs a unique learning experience.

The Mentoring Role for Maritime Cadets' Guidance in Seafaring Carrier

This article is a result of a joint research conducted by the international team of SEAMENTORS project ”SEAfarers Experiential Knowledge Based MENTORS”, project no. 2021-1-RO01-KA220-VET-000029622, (www.seamentors.eu), implemented under Erasmus+ KA220 Vocational Education and Training, by Romanian Naval Academy (coordinator), Lithuanian Maritime Academy, Bulgarian Naval Academy, Polish Naval Academy, Spinaker Co and Maritime Innovators. According to the project objectives, the research team has concluded a survey study, applied on the cadets’ and professionals’ perception, aiming to disclose the importance of the mentorship programs during the cadetship training stages at sea. For this purpose, the authors have developed a KAP Survey Model (Knowledge, Attitudes, and Practices questionnaire), seeking to collect the opinions and to analyse the impact of mentorship practices onboard the commercial and military ships. In compliance with the STCW standards, STW 44/3/2 Leadership and Teamwork, HTW 5/3/2 Leadership and Managerial Skills, correlated with HTW 5.3.5 Crisis management and human behaviour training, as developed under the supervision of the Sub-Committee on Human Element, Training and Watchkeeping, the study is revealing in its concluding remarks, the role of mentoring for assuring an effective and smooth insertion of seafaring professionals onboard the ships, in balance with educational, training and coaching operational dimensions.