Considering the Mentoring Dyad through the Lens of Relational Trust

Vostal, Meg; Horner, Christy Galletta; LaVenia, Kristina N.

doi:10.1080/01626620.2019.1683480

Cited by 5 publications

(2 citation statements)

References 46 publications

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“…While some studies have identified the most salient qualities in a mentor, from the ECTs’ perspectives, as being approachable (Ewing, 2021), non‐judgemental (Ewing, 2021), a good listener (Harrison et al., 2006) and open and honest (Engvik & Emstad, 2017; Vostal et al., 2021), there has been limited discussion on a combination of these qualities coming together in a parent‐like way. Through the lens of Positioning Theory, ECTs in this study perceived these parent‐like qualities to be a valuable part of their mentor's role and appreciated instances where the mentor positioned themselves this way through their actions and language.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Vostal et al. 's (2021) study of pre‐service teachers found that a positive relationship with mentors was perceived as being one that was psychologically safe. This finding was also supported in a recent Austrian study with ECTs where one participant noted that the conversations with their mentor represented ‘psychological support … in case of emergency’ (Symeonidis et al., 2023, p. 7).…”

Section: Discussionmentioning

confidence: 99%

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The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

Curtis,

Nguyen,

Larsen

et al. 2024

British Educational Res J

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Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors’ differing perspectives on their role, we take a unique approach to this issue. In this paper, we explore the ways in which both mentors and ECTs understand the mentor role. We argue that where mentor and ECT understandings are in tension, the productive outcomes of mentoring for both the mentor and ECT are undermined. Drawing on Positioning Theory we report findings from the thematic analysis of 31 online interviews with 16 mentors and 15 ECTs in Australia. We found that while ECTs and mentors hold some common positionings, some significant differences were noted. These findings highlight the need to extend opportunities to learn about the mentoring role to include ECTs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

Curtis,

Nguyen,

Larsen

et al. 2024

British Educational Res J

View full text Add to dashboard Cite

show abstract

The Mentoring Relationship with the Closest Grandparent and Identity Processes Among Emerging Adult Grandchildren in Poland: The Role of Perceived Grandparents’ Perspective Taking

Michałek-Kwiecień

2022

J Adult Dev

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The aim of the current study was to examine the mentoring relationship with the closest grandparent, considering perceived grandparent’s perspective taking, and identity processes among Polish emerging adult grandchildren. A total of 424 emerging adults (41.3% male) aged 18–25 completed self-assessment measures. The structural equation modeling analysis revealed positive associations between perception of mentoring relationships with the closest grandparent (mostly grandmother), their perspective taking, and emerging adults’ identity synthesis. The results indicated no significant gender differences in the hypothesized model. To sum up, relationships with grandparents may be perceived as important in promoting coherent identity development among emerging adults.

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A qualitative exploration of trust between general and special educators: Implications for collaboration in the preparation of teacher candidates

Vostal

Horner

et al. 2022

Social Sciences & Humanities Open

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Considering the Mentoring Dyad through the Lens of Relational Trust

Cited by 5 publications

References 46 publications

The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

The Mentoring Relationship with the Closest Grandparent and Identity Processes Among Emerging Adult Grandchildren in Poland: The Role of Perceived Grandparents’ Perspective Taking

A qualitative exploration of trust between general and special educators: Implications for collaboration in the preparation of teacher candidates

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