The impact of mentor education: does mentor education matter?

Ulvik, Marit; Sunde, Eva

doi:10.1080/19415257.2012.754783

Cited by 57 publications

(53 citation statements)

References 19 publications

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“…However, these findings are mostly based on mentors' self-reporting (Aspfors and Fransson, 2015), even though some researchers have arrived at these conclusions after studying mentoring contexts (Evertson and Smithey, 2000). Critical reflection on and the interrogation of mentoring practices have been found to be highly valued by the mentors undertaking mentoring education courses (Beutel and Spooner-Lane, 2009;Stanulis and Ames, 2009;Ulvik and Sunde, 2013). Notwithstanding the fact that mentor education is regarded as important, there is varying support from school principals, colleagues and administrators, in aspects such as time allocation, moral support, the financing of course literature and the employment of substitute teachers (Harrison et al, 2005;Tang and Choi, 2005).…”

Section: Introductionmentioning

confidence: 99%

Online (web-based) education for mentors of newly qualified teachers

Fransson

2016

International Journal of Mentoring and Coaching in Education

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Purpose -The purpose of this paper is to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). -Design/methodology/approach -A mixed-method approach with questionnaires and interviews was used to collect the data. Findings -Positive attitudes towards online education were discerned and initial concerns about the use of technical tools were dissipated during the course. It was found that the mentoring related content of the online course could be mediated. The most significant difference in the participants' meaning making and ability to 'connect theory and practice' with 'concrete knowledge' was between those with experience of mentorship before or during the course and those without. Research limitations/implications -The study focuses on one cohort of mentor participants (n=18) attending one mentor education course. Practical implications -The paper contributes to the value of online education for mentors of NQTs and includes some practical recommendations for mentor education providers. Originality/value -This paper reports on an under-researched area. Research on professional development programmes for mentors in general is limited, and even more so when it comes to online education for mentors.

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Section: Introductionmentioning

confidence: 99%

Online (web-based) education for mentors of newly qualified teachers

Fransson

2016

International Journal of Mentoring and Coaching in Education

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“…There is always the potential, as indicated by Ulvik and Sunde (2013) that a school may not offer much to mentors or coaches in terms of their own professional education, but may neither ask much of them in terms of their professional development for the role.…”

Section: Discussion; Emerging Themesmentioning

confidence: 99%

“…Similarly mentoring (for example of student teachers) can be distorted towards 'judgementoring' (Hobson and Malderez 2013), when mentors can compromise mentoring relationships and its potential benefits by being prone to quickly forming and sharing with their mentees evaluative judgements of their mentees' practice. In their study drawn from a mentor 'education' programme in Norway, Ulvik and Sunde (2013) recognise mentoring as a 'fluid concept' with an 'intuitive nature ' (p. 755), but propose that mentoring be seen as a profession within a profession, and be explicitly based not just on know-how and experience, but also on theoretical perspectives. In this paper we offer an exploration of the range and quality of professional dialogue through the intentional use of a tool, the Coaching Dimensions.…”

Section: Introductionmentioning

confidence: 99%

Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool

Lofthouse

Hall

2014

Professional Development in Education

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This paper demonstrates how teachers who were working in a range of developmental relationships with researchers used coaching dimensions to understand, describe, analyse and improve the quality of their coaching and mentoring conversations. The findings are based on analysis of transcriptions of case studies of one-to-one professional dialogue practice. The dimensions of coaching provide a language and mechanism through which teachers can analyse and reflect on their 'coaching' practice.They can act as a metacognitive tool for teachers, providing them with the opportunity to engage with the complexity of their practice. Such self-knowledge enables productive practice development, and an ability to talk with peers about how their practice is developing. This can help teachers to plan for, and be more responsive within coaching or mentoring meetings. Use of the dimensions allows the relationships between the nature and the intent of practice to be explored and may help to clarify the roles of different types of professional dialogue, securing them within CPD structures in schools. As relationships and trust within coaching and mentoring partnerships can be vulnerable, gaining greater awareness of the significance of the semantics of the dialogue can support the participants to match intent with outcome.

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“…To summarize, the literature on intraorganizational mentoring and recent research on entrepreneurial mentoring strongly suggests that mentors need to be trained to understand the framework and to develop relational skills in order to create an efficient mentoring relationship [40]. Furthermore, to perform an important part of the mentoring functions, mentors need to have some relational competencies that may not have been acquired during his/her professional life.…”

Section: The Role Of Mentor Trainingmentioning

confidence: 99%

Should Mentors of Entrepreneurs be Trained or their Experience is Enough?

St-Jean¹,

Mitrano-Méda²

2016

Entrepreneurship - Practice-Oriented Perspectives

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Entrepreneurial mentoring is the support of novice entrepreneurs by experienced professionals in the business world. Despite this practice gaining popularity, a question remains: is it necessary for these organizations to train mentors or is the mentor's experience sufficient? To answer this question, we analyzed the effect of the mentor's training, as well as his/her profile in terms of experience, on the mentee's degree of satisfaction and learning. Our results show that the more a mentor is trained, the more he/she develops relational competencies, thereby creating a favorable (trusting) environment and developing an appropriate mentoring style (maieutic), which allows the mentee to learn and become more autonomous. However, the mentor's experience in entrepreneurship does not have an impact on the quality of the mentoring relationship, nor does it impact the novice learning. Our results also show that, contrary to our expectations, mentoring experience has a negative impact on most of the psychological functions of the mentor. We found that this negative effect is neutralized by continuous training of mentors. This suggests that entrepreneurship support organizations should implement specific training sessions for experienced mentors.

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The impact of mentor education: does mentor education matter?

Cited by 57 publications

References 19 publications

Online (web-based) education for mentors of newly qualified teachers

Online (web-based) education for mentors of newly qualified teachers

Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool

Should Mentors of Entrepreneurs be Trained or their Experience is Enough?

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