Forming the Mentor-Mentee Relationship

Hudson, Peter B.

doi:10.1080/13611267.2016.1163637

Cited by 116 publications

(102 citation statements)

References 28 publications

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“…Hudson goes on to say the process should therefore be designed to build high levels of student expertise, including their content knowledge, knowledge of their learners, of their teaching contexts, and classroom practices. Hudson (2016) adds that as space for professional growth, mentor-mentee meetings empower student teachers to think about expanded ways of understanding, engaging and delivery of the school curricula. Further, through mentoring conversations in particular subsequent to lesson observations, student teachers benefit through critical self-reflection and learning from their own practice.…”

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confidence: 99%

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe

Mukeredzi¹,

Manwa²

2019

AJTE

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Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this phenomenon. By investigating the kinds of knowledge student teachers gain from such meetings, the findings may influence researchers to investigate other aspects of mentor-mentee meetings.The study sought to explore from the student teachers' perspectives, the domains of knowledge that they gain from mentoring meetings during residential TP. A qualitative approach which employed openended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, ongoing mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice.

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confidence: 99%

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe

Mukeredzi¹,

Manwa²

2019

AJTE

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“…This could be part of the continuing professional development of mentors, as well as help to improve mentees' experiences. [3,4] To improve students' tools during clinical mentorship, the curriculum should aid in bridging the theory-practice gap. [5] Students could, for example, do more problem-based work, during which they are specifically expected to challenge what they have learnt, and to adapt and apply knowledge to real-life problems.…”

Section: Resultsmentioning

confidence: 99%

A cultural historical activity theory (CHAT) analysis of prehospital emergency medical care clinical mentorship to enable learning

Liebenberg

Christopher

Garraway

2019

AJHPE

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Mentorship in health sciences education and thus in prehospital emergency medical care should be a nurtured, guided venture led by an experienced mentor. In most instances, mentees from higher education institutions are placed on the clinical platform in emergency medical services, hospitals and clinics, where they are mentored by qualified, registered healthcare practitioners. Recent research indicates that there are problems with mentor/mentee relationships in health sciences education. The relationship between mentees and mentors as analysed within an activity system illustrated the difficulties within clinical mentorship.Background. Clinical mentorship in health sciences education is a nurtured venture where mentees are guided through practice by their more experienced mentors. However, recent research suggests that there are problems with clinical mentorship. Objective. To explore problems in work-integrated learning within the mentor/mentee relationship. Methods. The cultural historical activity theory (CHAT) was used to interpret data gathered from diaries and focus group interviews. Results. Difficulties identified were poor communication between the university and the mentors at clinical platform sites. The unclear roles and responsibilities of mentees and mentors led to a breakdown of trust. Conclusions. Better university training and development of mentors would aid in the holistic development of mentors and mentees.This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.

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“…Mentors focus on strengths and weaknesses and know that there are not necessarily good or bad strategies, rather the ability to apply one solution or another depending on the situation [23]. What can be a good approach or a good strategy for one can be bad for another.…”

Section: Type Of Academic Mentorsmentioning

confidence: 99%

Development of a toolkit for a mentoring program

Tinoco-Giraldo

Sánchez

García-Peñalvo

2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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The mentoring kit for a mentoring program provides the mentors with the necessary resources and tools to help to mentees and teams to understand, apply and integrate their strengths in their respective roles. The tools of the kit offer a working model with the mentee to develop an effective strategy that improves his/her performance through development based on strengths. One of the most effective methods for managing and developing talent within students are mentoring programs. These programs provide a vehicle in which knowledge and wisdom is shared while creating an environment for learning and growth. Novice mentors could benefit from a toolkit to help structure effective mentoring programs. This article describes such a toolkit to provide mentors with the necessary resources and tools to help mentees and teams to understand, apply and integrate their strengths in their respective roles. The objectives of this toolkit are: 1. Deliver models and structures so that the mentee has the ability to: -Develop transformational, theoretical and experiential learning processes. -Develop, evaluate and optimize your resources to function with greater creativity, prominence, leadership and proactivity. 2. Stimulate the development of skills that provide innovative perspectives. 3. Learn to apply the tools and skills acquired in the educational field to: -Understand and diagnose situations in context. -Develop intervention plans with his/her mentor adjusted to the needs and expectations of themselves. -Generate spaces for the identification of barriers and conflicts in his/her processes. -Stimulate actions to overcome challenges or opportunities. -Effective accompaniment of the mentees to reach their goals. Additionally, the tools included in the kit offer a working model for the mentee to develop an effective strategy that improves his/her performance through development based on strengths. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This paper reflects simple tools that can be used in a systematic way so that in the mentoring process the participant can perform the most difficult task of all, that of investigating themselves and at the same time the mentor can count on valuable data to be able to facilitate the work. Future research will focus on the evaluation of the toolkit. KEYWORDSMentoring, toolkit, professional and academic capability, academic development.

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Forming the Mentor-Mentee Relationship

Cited by 116 publications

References 28 publications

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe

A cultural historical activity theory (CHAT) analysis of prehospital emergency medical care clinical mentorship to enable learning

Development of a toolkit for a mentoring program

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