Ensuring quality in online career mentoring

Hooley, Tristram; Hutchinson, Jo; Neary, Siobhan

doi:10.1080/03069885.2014.1002385

Cited by 21 publications

(5 citation statements)

References 22 publications

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“…The one week orientation programme had introduced the peers to the ethics of the teaching profession intended for guiding the behavior of the pre-service teachers in the partner schools and within the partner school communities. The ethics were intended to codify the collective behavior of the pre-service teachers while on the mentoring programme (Hooley, Hutchinson & Neary, 2016). The introduction to the ethics of the teaching profession has equipped the peers with the expected behavior patterns needed to be developed between themselves and their mentors which will impact positively on the mentoring process.…”

Section: Analysis Of Findingsmentioning

confidence: 99%

The Effect of Peer to Peer Mentoring on Initial Teacher Professional Development at Holy Child College of Education

2023

JEP

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In order to equip pre-service teachers with the required professional teaching competences, the Colleges of Education in Ghana have structured their curricula such that subject content knowledge is taught during the preliminary years (1-3) at college. During the final year, the colleges have partner schools that engage the final year pre-service teachers on teaching practicum known as mentorship. That notwithstanding, research suggests that pre-service teachers are not fully adequately prepared for the mentorship programme while at college (Amankwah, Oti-Agyen & Sam, 2017). Very little is done by way of preparing the pre-service teachers for the final year mentorship programme while at college (Fletcher, 2012). To forestall this situation, the researchers instituted a peer to peer mentorship programme spanning one semester at Holy Child College of education in Takoradi, Western Region of Ghana in the 2019/2020 academic year. During the peer to peer mentorship programme, third year pre-service teachers preparing for final year mentorship practicum were assigned to second year pre-service teachers to be mentored. Each mentoring group forming a stratum, was assigned to a professional college of education Tutor for continuous coaching and monitoring. The researchers together with two other facilitators organised a five (5)-day orientation training for the pre-service teachers prior to the commencement of the mentorship programme. During the 5-day orientation training, the pre-service teachers were introduced to ethics of the teaching profession, the teaching practicum policy, collaborative lesson planning and delivery, teaching learning resource preparation and storage as well as innovative pedagogical approaches. Both peers were guided on how to keep a teaching practice journal and also how to develop teaching philosophies to guide their professional practice.The explorative case study design with multiple data source was used to conduct this study. The stratified purposive sampling technique was employed to collect data on 210 second year pre-service teachers who had been assigned to 10 different mentoring groups (strata) based on their subject specialty. The subject specialty of the pre-service teachers included: early childhood, primary education, junior high subject specialties as well as home economics and languages. Participant observation schedule, questionnaire and End of Mentorship Discussion Forum (EMDF) were used by the researcher to collect data for the study. The use of the multiple data source ensured triangulation, rigor and credibility of the information obtained. The different instruments used in collecting data from the same study enabled the researcher to describe the findings as authentic and trustworthy.Findings from the study revealed that, Peer mentoring has contributed immensely towards the development of efficient pre-service teachers. Peer to peer mentoring has equipped pre-service teachers with the skills involved in classroom organisation and management, increased their professional commi...

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Section: Analysis Of Findingsmentioning

confidence: 99%

The Effect of Peer to Peer Mentoring on Initial Teacher Professional Development at Holy Child College of Education

2023

JEP

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“…Online‐based communication is also useful in the context of career counseling, such as human resource development, career development, and learning development (Hooley et, al., 2016). Social crises such as pandemics make people ask career counselors for more help.…”

Section: The Moderating Role Of Social Network Typementioning

confidence: 99%

“…Social crises such as pandemics make people ask career counselors for more help. Online technologies may also be a mechanism that can provide new types of support to promote social equity and educational advancement in career counseling areas by expanding access (Hooley et, al., 2016 ; Single & Single, 2005). Although many studies have addressed the role of information technology in counseling services, only a few studies have investigated the relationship between these tools and attributes of users (Pordelan & Hosseinian, 2021).…”

Section: The Moderating Role Of Social Network Typementioning

confidence: 99%

Career adaptability and mediated social network process linking achievement goal orientation to behavior

Jeong

Hong

2022

Journal of Employment Couns

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This study verified the mediating effect of career adaptability and the mediating effect of social network type between achievement goal orientation and occupational engagement for college students (N = 353) in Korea. The findings showed the mediating effect of career adaptability between achievement goal and occupational engagement. The moderating effect of the social network was confirmed only in learning goal orientation and avoidance goal orientation among the subfactors of achievement goal orientation. Based on the results of the study, intervention implications for college students’ career education and counseling were discussed.

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“…A significant number of e-Mentoring programs have been developed over the years. Some of these e-Mentoring programs focused on mentoring of students by teachers, peers, or even professionals [3,30,43], while others targeted mentoring of teachers undergoing training, by more experienced peers or experienced teachers [25,32]. Significantly, most of these programs make use of existing modes of electronic media like e-mail, chat, and discussion forums for mediating the e-Mentoring process.…”

Section: Technology For E-mentoringmentioning

confidence: 99%

A comprehensive framework and tool for supporting progressive learning of software development in an academic learning environment

Arora

Maurya

Sharma

et al. 2021

Comp Applic In Engineering

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The use of technology-enabled environments to facilitate online education has increasingly gained importance to promote learning. Tools like learning management systems, virtual laboratory platforms, online monitoring, and mentoring tools, all form a concrete technology bed for augmenting online education. However, successful use of these segregated tools is possible only through the implementation of a structured process or framework of usage of these tools for learning. In this paper, we propose a comprehensive framework for supporting progressive learning of software development by students. This framework provides guidelines for structuring individual and collaborative programming activities of students at various levels and is realized through the implementation of a tool named eGuru. This tool is used for managing, monitoring, mentoring, and facilitating collaborative programming activities of students and also provides a detailed user interface for facilitating the academic activities of teachers and lab instructors. Peers, alumni, and industry experts also play important roles in providing online mentoring using this tool. The execution structure proposed in the framework is effective not only for promoting online programming education but also creates a virtual environment analogous to the collaborative development environment existing in the software industry, and thus helps in preparing students for the future.

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Ensuring quality in online career mentoring

Cited by 21 publications

References 22 publications

The Effect of Peer to Peer Mentoring on Initial Teacher Professional Development at Holy Child College of Education

The Effect of Peer to Peer Mentoring on Initial Teacher Professional Development at Holy Child College of Education

Career adaptability and mediated social network process linking achievement goal orientation to behavior

A comprehensive framework and tool for supporting progressive learning of software development in an academic learning environment

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