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Journal articles on the topic 'Mentoring in education'

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Published: 4 June 2021

Last updated: 30 July 2024

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1

Karasik, Rona. "FULL CIRCLE: MENTORING IN GERONTOLOGY AND GERIATRICS EDUCATION." Innovation in Aging 6, Supplement_1 (November 1, 2022): 169. http://dx.doi.org/10.1093/geroni/igac059.673.

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Abstract More than just a buzzword in business and education, mentoring is a complex interactional process that, at its best, fosters personal and professional development for all involved. In other words, a good mentoring relationship can be both transformative and reciprocal. This raises the question of what is (and is not) a good mentoring relationship? Moreover, how does one enter into and capitalize on the benefits of mentorship? While some mentoring relationships are intentionally created, others seem to evolve so organically that participants are not immediately aware of mentoring’s presence. The current presentation looks at the nature of mentoring relationships within the context of gerontology and geriatrics education from both the mentor and mentee perspectives.

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2

Kennedy, Mary R. T., and Mary Purdy. "Education and Mentoring." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 15, no. 3 (October 2005): 28. http://dx.doi.org/10.1044/nnsld15.3.28.

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3

Brashear-Alejandro, Tom, Hiram Barksdale, Danny Norton Bellenger, James S. Boles, and Channelle James. "Mentoring characteristics and functions: mentoring’s influence on salespeople." Journal of Business & Industrial Marketing 34, no. 2 (March 4, 2019): 303–16. http://dx.doi.org/10.1108/jbim-09-2017-0223.

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PurposeThis paper aims to examine a longitudinal study of mentoring functions and their effect on salesperson attitudes and intentions.Design/methodology/approachThe research is based on a multi-year study of salespeople beginning when the salesperson entered the industry being examined.FindingsThe level of interaction between the mentor and protégé was found to be the only antecedent examined that related to the perceived quality of mentoring functions. Age, education and length of employment for both parties; the degree of age and education difference; and the length of the mentoring relationship were not significant. Successful mentoring appeared to be based heavily on a mentor’s willingness and ability to interact frequently with the protégé.Originality/valueThis study adds to the literature on mentoring, looking at mentoring in a sales context. Research examining mentoring in a sales setting is much more limited than in many other professions, so the findings represent a valuable addition to the sales mentoring literature. Its influence on sales socialization may be very important.

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Silva, Natanias Macson da, Leonel Francisco de Oliveira Freire, Anne Itamara Benigna Evangelista Aires, Marcos Daniel Oliveira e. Silva, Stheshy Vieira e. Souza, Micássio Fernandes de Andrade, Ellany Gurgel Cosme do Nascimento, and Thales Allyrio Araújo de Medeiros Fernandes. "Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?" Research, Society and Development 10, no. 11 (August 22, 2021): e52101119343. http://dx.doi.org/10.33448/rsd-v10i11.19343.

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Este estudo buscou investigar a contribuição do Peer-Mentoring na formação acadêmica de base e educação continuada de profissionais da saúde, bem como identificar as principais limitações, desafios e alternativas para atingir o sucesso de sua implementação. Trata-se de um estudo de revisão integrativa com busca sistemática, realizada nas bases de dados PubMed, Scopus, Web Of Science, Education Resources Information Center (ERIC) e Biblioteca Virtual em Saúde (BVS). Foram incluídos artigos eletrônicos, disponíveis na íntegra, nos idiomas português, inglês e/ou espanhol e publicados nos últimos 5 anos. Excluiu-se os estudos do tipo revisão de literatura, resumos, carta ao editor, manuscritos duplicados e estudos que não apresentaram relação com a temática. Os seguintes descritores foram combinados com os operadores booleanos AND e OR: “Peer-Mentoring”, “Peer Group”, “Mentoring”, “Mentors”, “Health Education” e "Education, Medical”. Foram coletados 31 artigos elegíveis, que passaram por uma análise na íntegra e fichamento dos dados. Os estudos foram agrupados em cinco categorias de análise: (1) contribuição do Peer-Mentoring no processo de formação acadêmica; (2) impacto do Peer-Mentoring na educação continuada de profissionais da saúde educação continuada; (3) limitações são encontradas durante a execução do Peer-Mentoring; (4) desafios pedagógicos que devem ser vencidos, no transcurso da mentoria entre pares; (5) Como atingir o sucesso durante a implantação e execução de programas de Peer-Mentoring?. O Peer-Mentoring mostrou-se capaz de melhorar significativamente o processo de ensino em saúde. Perspectivas futuras apontam para uma maior adesão, por parte das instituições de ensino, em inserir a mentoria entre pares nos programas pedagógicos.

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5

Burner, Tony, Siv M. Gamlem, and Vibeke Solbue. "Assessment – Mentoring – Teacher Education." Nordisk tidsskrift for utdanning og praksis 13, no. 2 (November 26, 2019): 1–3. http://dx.doi.org/10.23865/up.v13.1966.

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This special issue of Nordic Journal of Education and Practice is dedicated to Professor Kari Smith and her impact on research in and on teacher education in Norway. She has been supervisor for several PhD students, and the editors of this issue are three of those who want to honor Kari by focusing on three main research areas in her academic career: assessment, mentoring and teacher education.

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6

Mulvihill, Thalia M., and Linda E. Martin. "Voices in Education: Mentoring." Teacher Educator 51, no. 1 (January 2, 2016): 1–8. http://dx.doi.org/10.1080/08878730.2016.1108634.

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7

Pellegrini, Vincent D. "Mentoring During Residency Education." Clinical Orthopaedics and Related Research 449 (August 2006): 143–48. http://dx.doi.org/10.1097/01.blo.0000224026.85732.fb.

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8

Davidhizar, Ruth E. "Mentoring in doctoral education." Journal of Advanced Nursing 13, no. 6 (November 1988): 775–81. http://dx.doi.org/10.1111/j.1365-2648.1988.tb00569.x.

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9

Banu, Shiria, Fatema Zehra Juma, and Tamkin Abas. "Mentoring in higher education." Advances in Medical Education and Practice Volume 7 (September 2016): 523–25. http://dx.doi.org/10.2147/amep.s115698.

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10

Pahnevskaya, O., A. Romanchenko, and M. Romanchenko. "Mentoring in Professional Education." Profession-Oriented School 8, no. 5 (November 23, 2020): 44–48. http://dx.doi.org/10.12737/1998-0744-2020-44-48.

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The article reveals the main problems of organizing mentoring in a secondary vocational educational institution, suggests ways to solve these shortcomings on the example of the Novosibirsk College of Food Industry and Processing. The situation of staffing of regional enterprises is highlighted, mentoring is analyzed as the activity of educational institutions and enterprises in solving problematic issues related to providing enterprises with in-demand specialists. The promising areas of activity and efforts of employers and educational institutions in terms of introducing the institution of mentoring are determined and evaluated. The potential for improving the efficiency of the educational process as a priority task of modern society is analyzed.

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11

Romanchenko, M., A. Romanchenko, and A. Tinina. "Mentoring in Professional Education." Standards and Monitoring in Education 12, no. 2 (May 12, 2024): 23–28. http://dx.doi.org/10.12737/1998-1740-2024-12-2-23-28.

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The article analyzes the problem of mentoring in the framework of vocational education, examines the degree of personal relationships between mentor and mentee. It provides an opportunity to understand the importance and relevance of one of the forms of systematic transfer of knowledge and skills by a professional to a young specialist, which is mentoring. Representing the process of introducing a young specialist into professional activity. The author formulates the provisions that make it possible to comprehend the features of mentoring activities carried out by teachers of secondary vocational education in order to form an environment of qualitative formation and intensive development of the process of professional adaptation of a young specialist through mentoring in educational institutions of the Novosibirsk region.

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12

Kokhan, Natalya V., and Tatyana M. Gozman. "Mentorship as Educational Interaction." Journal of Pedagogical Innovations, no. 2 (July 3, 2023): 5–14. http://dx.doi.org/10.15293/1812-9463.2302.01.

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The key idea of the article is the actualization of the topic of mentoring as a pedagogical technology of professional development on the example of modern realities in the field of education. The purpose of the article is to identify the factors in the development of modern formats of mentoring as an educational interaction. The dynamics of the definitions of the concept of “mentoringˮ is revealed, the key principles of mentoring, the specifics of the young generation of teachers are noted. The unifying principle behind the implementation of mentoring technology is learning by doing. Mentoring as a technology of professional formation and development has an impact not only on the development of the mentee, but also on expanding the boundaries of the professional skills of the mentor himself. The specifics of the conditions that determine the reboot of mentoring in the new reality are characterized. From the practice of professional educational organizations, higher education organizations, examples of popular forms, levels and technologies of mentoring are given. Pedagogical conditions (organizational, psychological and pedagogical, didactic) are revealed, from the position of which it is possible to evaluate the effectiveness of mentoring. The conclusion is made about the factors of development of modern formats of mentoring as an educational interaction.

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13

Sinclair, Catherine. "Mentoring Online about Mentoring: Possibilities and practice." Mentoring & Tutoring: Partnership in Learning 11, no. 1 (April 2003): 79–94. http://dx.doi.org/10.1080/1361126032000054826.

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14

Gupta, Badrilal, and Pratibha Bundela Gupta. "National Education Policy 2020 - Mentoring of Faculty Members towards Excellence in Higher Education Institutions." Issues and Ideas in Education 9, no. 2 (September 29, 2021): 85–95. http://dx.doi.org/10.15415/iie.2021.92008.

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A mentoring approach towards excellence is proposed in this paper. This approach should be followed to develop educational leaders and faculty members to prepare HEIs to build capacity and capability to implement the provisions of the national education policy (NEP) 2020. The approach includes designing the mentoring programme at the institute level, selection and orientation of mentors, selection and orientation of mentees, mentoring process, mentees and mentors’ outcomes, and ultimate outcomes of the mentoring programme-academic, research, and excellence. The authors have noted recommendations to make the mentoring programme successful.

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15

Panina, S. V. "About mentoring in higher education." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 4 (December 27, 2023): 56–64. http://dx.doi.org/10.25587/2587-5604-2023-4-56-64.

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Mentoring has proved most successful in educational practice of the past years and in modern management as a form of increasing professionalism and a technology for effective management. The educational potential of mentoring is based on a person-oriented approach to a developing person, and subject-subject relationships with him. Thanks to mentoring activities, the personal professional competence of students and young specialists is increased through the internalization of positive experience, standards of excellence and values of professionalism. The article describes mentoring models implemented in the modern context. It presents the Mentoring Project developed by A. V. Mordovskaya, Doctor of Pedagogical Sciences, Professor of the Ammosov North-Eastern Federal University. The practice of implementing mentoring programs in Russian universities is considered.

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16

Mateja, Jennifer E. "Mentoring." Intervention in School and Clinic 27, no. 5 (May 1992): 298–302. http://dx.doi.org/10.1177/105345129202700507.

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17

Hibert, Kirsten Mikel. "Mentoring Leadership." Phi Delta Kappan 82, no. 1 (September 2000): 16–18. http://dx.doi.org/10.1177/003172170008200121.

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18

Kochan, Frances K., and Susan B. Trimble. "From Mentoring to Co-Mentoring: Establishing Collaborative Relationships." Theory Into Practice 39, no. 1 (February 2000): 20–28. http://dx.doi.org/10.1207/s15430421tip3901_4.

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19

Huizing, Russell L. "Mentoring Together: A Literature Review of Group Mentoring." Mentoring & Tutoring: Partnership in Learning 20, no. 1 (February 2012): 27–55. http://dx.doi.org/10.1080/13611267.2012.645599.

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20

Irby, Beverly J. "Editor’s Overview: From Mentoring Synergy to Synergistic Mentoring." Mentoring & Tutoring: Partnership in Learning 20, no. 2 (May 2012): 175–79. http://dx.doi.org/10.1080/13611267.2012.687160.

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21

Anderson, P. C. "Mentoring." Academic Medicine 74, no. 1 (January 1999): 4–5. http://dx.doi.org/10.1097/00001888-199901001-00006.

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22

Ong, Yun Ting, Chrystie Wan Ning Quek, Anushka Pisupati, Eleanor Kei Ying Loh, Vaishnavi Venktaramana, Min Chiam, and Lalit Kumar Radha Krishna. "Mentoring future mentors in undergraduate medical education." PLOS ONE 17, no. 9 (September 15, 2022): e0273358. http://dx.doi.org/10.1371/journal.pone.0273358.

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Background Efforts to support flagging mentoring programs facing shortages of experienced clinical mentors have had an unexpected and welcome effect. Supplementing traditional mentoring programs with peer-mentoring have not only addressed gaps in practice, structure, support and mentee oversight but have offered mentees charged with peer-mentoring duties the opportunity to take on mentoring roles under senior supervision. This study evaluates the experiences of peer-mentors within a local research mentoring program to better understand and advance this endeavor. Methods Semi-structured interviews and post-interview surveys based on recent reviews on mentoring were employed. Adapting the Systematic Evidence Based Approach, data was analysed using thematic and content analysis. Results were combined using the Jigsaw Perspective to ensure that key elements of the different mentoring stages were identified. Results The interviews and surveys revealed the following domains: Motivation, Initiation, Practicing, and Mentoring Environment. Conclusion These findings provide novel insight into a structured framework that may help guide the experiences, training, assessment, and oversight of peer-mentors beyond the auspices of our local program. These general observations will equip host organizations with the direction they need to take in designing and executing peer-mentoring training and assessment programs of their own. Whilst the stages of peer-mentoring need further evaluation and an effective means of assessment and support pivotal, we believe our findings suggest that peer-mentoring may not only help to address the shortfall in mentors but is an invaluable learning experience that prepares and instils key values, beliefs and principles in young would-be mentors.

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23

Mullen, Carol A. "Editor’s overview: mentoring the protégé and mentoring the mentor." Mentoring & Tutoring: Partnership in Learning 16, no. 3 (August 2008): 243–45. http://dx.doi.org/10.1080/13611260802231575.

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24

Li, Shaobing, Joel R. Malin, and Donald G. Hackman. "Mentoring supports and mentoring across difference: insights from mentees." Mentoring & Tutoring: Partnership in Learning 26, no. 5 (October 20, 2018): 563–84. http://dx.doi.org/10.1080/13611267.2018.1561020.

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Ambrosetti, Angelina, John Dekkers, and Bruce Allen Knight. "Mentoring triad: an alternative mentoring model for preservice teacher education?" Mentoring & Tutoring: Partnership in Learning 25, no. 1 (January 2017): 42–60. http://dx.doi.org/10.1080/13611267.2017.1308093.

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26

Jernigan, Quintara A., Manuel C. Dudley, and Bryle Henderson Hatch. "Mentoring Matters: Experiences in Mentoring Black Leaders in Higher Education." New Directions for Adult and Continuing Education 2020, no. 167-168 (September 2020): 43–57. http://dx.doi.org/10.1002/ace.20397.

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27

Schwortz, Andria C., Andrea C. Burrows, and Sarah Katie Guffey. "Mentoring partnerships in science education." Educational Action Research 25, no. 4 (October 3, 2016): 630–49. http://dx.doi.org/10.1080/09650792.2016.1221838.

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28

Jacques, Kate. "Mentoring in Initial Teacher Education." Cambridge Journal of Education 22, no. 3 (January 1992): 337–50. http://dx.doi.org/10.1080/0305764920220306.

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29

Ehrgott, Ellen, and Amanda Silberer. "Peer Mentoring in Clinical Education." Perspectives on Administration and Supervision 24, no. 1 (June 2014): 32–40. http://dx.doi.org/10.1044/aas24.1.32.

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Clinical training methods have been discussed among disciplines with a variety of methods having been used with some success. However, there is limited empirical evidence to support particular methods over others. The purpose of this research was to initiate a pilot study that provided empirical evidence for clinical shadowing as a proposed clinical training method. The clinical shadowing included focused clinical observations and supported clinical experiences in a series of sessions led by graduate student clinicians. Empirical data was collected from undergraduate students to identify the perceived level of preparedness as a measure of effectiveness of a “shadowing experience” prior to entering their first semester of independent clinical experience in an effort to document increased effectiveness during clinical training.

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30

Galke, Curtis L., and Jennifer W. Swoyer. "MENTORING IN FAMILY MEDICINE EDUCATION." Annals of Family Medicine 18, no. 2 (March 2020): 182.1–182. http://dx.doi.org/10.1370/afm.2527.

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31

SUGIURA, Katsumi. "Student Mentoring in Distance Education." Journal of Information Processing and Management 48, no. 4 (2005): 226–29. http://dx.doi.org/10.1241/johokanri.48.226.

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32

Jowett, Val, and Richard Stead. "Mentoring Students in Higher Education." Education + Training 36, no. 5 (August 1994): 20–26. http://dx.doi.org/10.1108/00400919410062293.

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33

Hansman, Catherine A. "Mentoring as Continuing Professional Education." Adult Learning 12, no. 1 (January 2001): 7–8. http://dx.doi.org/10.1177/104515950101200104.

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34

Louie, Michelle, Janelle K. Moulder, Kelly Wright, and Matthew Siedhoff. "Mentoring millennials in surgical education." Current Opinion in Obstetrics and Gynecology 31, no. 4 (August 2019): 279–84. http://dx.doi.org/10.1097/gco.0000000000000546.

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35

Cothran, Donetta, Nate McCaughtry, Roberta Faust, Alex Garn, Pamela Hodges Kulinna, and Jeffrey Martin. "E-Mentoring in Physical Education." Research Quarterly for Exercise and Sport 80, no. 3 (September 2009): 552–62. http://dx.doi.org/10.1080/02701367.2009.10599593.

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36

Walsh, Kieran. "Online mentoring in medical education." South African Family Practice 58, sup1 (July 9, 2015): S7—S8. http://dx.doi.org/10.1080/20786190.2015.1059020.

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37

Ashwood, Nicole. "Mentoring in Caribbean Theological Education." Ecumenical Review 71, no. 4 (September 29, 2019): 555–65. http://dx.doi.org/10.1111/erev.12446.

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38

Darwin, Ann, and Edward Palmer. "Mentoring circles in higher education." Higher Education Research & Development 28, no. 2 (April 2009): 125–36. http://dx.doi.org/10.1080/07294360902725017.

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39

Atlasova, Sargylana S. "On Mentoring in Higher Education." Общество: социология, психология, педагогика, no. 12 (2022): 248–51. http://dx.doi.org/10.24158/spp.2022.12.38.

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40

Keramidas, Natacha L., John E. Queener, and Paul J. Hartung. "Forming mentoring relationships in graduate education: The role of personality." Australian Journal of Career Development 31, no. 2 (July 2022): 118–29. http://dx.doi.org/10.1177/10384162221107972.

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This study investigated mentoring relationships between doctoral students and faculty members. We examined initiation of mentoring as a mediator between key personality facets and mentoring received among 162 doctoral students (females = 77%, 77% psychology programs). Results confirmed that initiation of mentoring relationships by doctoral students significantly predicted mentoring received. Furthermore, mentoring initiation also mediated relationships between several personality facets (friendliness, assertiveness, achievement-striving, self-efficacy, and self-consciousness) and mentoring received. By demonstrating the significance of student-initiated mentoring and the influence of specific personality facets on this proactive behavior, our study underscores the importance of providing an environment supportive of mentoring and setting expectations for students early on in their doctoral studies if they are to benefit from mentoring. Future research on the impact of age could also help advance understanding of mentoring among older students as the career landscape continues to change.

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41

Whitehead, Joan. "Mentoring." British Journal of Sociology of Education 16, no. 1 (January 1995): 129–33. http://dx.doi.org/10.1080/0142569950160109.

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42

Perminova, O. M., N. P. Ustinova, and E. A. Trefilova. "Mentoring system in an educational institution of higher education." Vestnik of Samara University. History, pedagogics, philology 29, no. 3 (October 24, 2023): 84–90. http://dx.doi.org/10.18287/2542-0445-2023-29-3-84-90.

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Today one of the most strategically important directions of improvement of the activity of educational institutions becomes the implementing of technology of mentoring in the educational system. The need for mentoring is due to the fact that rapid changes in the education system, transformation of organizational processes require that all participants of educational relations flexible and instant reaction. Mentoring allows to connect professional development, resistance to change, the formation of new competencies, as well as mutual social exchange in an integrated approach to each participant of the educational process. Despite discussions of scholars and practitioners concerning mentoring problems, there is no single methodological approach to the organization of mentoring system in an educational institution of higher education as a unit of innovative educational system. The article analyzes the history of development, principles and types of mentoring, reveals the content of mentoring system; presents the results of the author’s research and suggests a mechanism for organizing a mentoring system in an educational institution of higher education. As a tool for the development of the mentoring system at the university, it is proposed to create a community – a club for the development of meta-skills within the educational institution.

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Ewing, Lee-Ann. "Mentoring novice teachers." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (January 1, 2021): 50–69. http://dx.doi.org/10.1080/13611267.2021.1899585.

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Weisling, Nina F., and Wendy Gardiner. "Making mentoring work." Phi Delta Kappan 99, no. 6 (February 26, 2018): 64–69. http://dx.doi.org/10.1177/0031721718762426.

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Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don’t live up to their potential. This article presents four research-based strategies that improve mentoring programs’ prospects for success. By setting clear expectations, getting mentors into the classroom, mentoring the mentors, and focusing on relationships, school leaders can help new teachers receive the support they need.

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45

Ganser, Tom. "Metaphors for Mentoring." Educational Forum 62, no. 2 (June 30, 1998): 113–19. http://dx.doi.org/10.1080/00131729808983797.

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Leonard, John C. "Mentoring Across Boundaries." NASSP Bulletin 88, no. 638 (March 2004): 89–91. http://dx.doi.org/10.1177/019263650408863807.

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Hairon, Salleh, Soon How Loh, Soh Peng Lim, Simmi Naresh Govindani, Jessie Kwee Tin Tan, and Edna Chee Joo Tay. "Structured mentoring: Principles for effective mentoring." Educational Research for Policy and Practice 19, no. 2 (June 27, 2019): 105–23. http://dx.doi.org/10.1007/s10671-019-09251-8.

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48

Gilbreath, Brad, Gail L. Rose, and Kim E. Dietrich. "Assessing mentoring in organizations: an evaluation of commercial mentoring instruments." Mentoring & Tutoring: Partnership in Learning 16, no. 4 (November 2008): 379–93. http://dx.doi.org/10.1080/13611260802433767.

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49

Cornu, Rosie Le. "Peer mentoring: engaging pre‐service teachers in mentoring one another." Mentoring & Tutoring: Partnership in Learning 13, no. 3 (December 2005): 355–66. http://dx.doi.org/10.1080/13611260500105592.

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50

Яковлева, Н. О., В. В. Гайдукова, and Е. С. Бухтияр. "Effective models of network mentoring in the regional education system." Pedagogical perspective, no. 4(12) (December 1, 2023): 3–13. http://dx.doi.org/10.55523/27822559_2023_4(12)_3.

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В статье рассмотрены особенности сетевого наставничества в региональной системе образования, которое определяется как вид наставнического взаимодействия, реализуемого в условиях управляемого профессионального сообщества с использованием коммуникационных платформ и ресурсов. Предложены и подробно охарактеризованы модели саморегулируемого горизонтального наставничества, неформального территориально закреплённого наставничества, направляемого мультипликативного наставничества, формализованного опосредованного наставничества, контентного наставничества, комплексного (синтетического) наставничества. Представлен опыт реализации данных моделей в системе образования Краснодарского края. The article discusses the features of network mentoring in the regional education system, which is defined as a type of mentoring interaction implemented in a managed professional community using communication platforms and resources. Models of self-regulated horizontal mentoring, informal territorially fixed mentoring, directed multiplicative mentoring, formalized mediated mentoring, content mentoring, complex (synthetic) mentoring are proposed and described in detail. The experience of implementing these models in the education system of the Krasnodar Territory is presented.

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