Well-being

Clarke, Emma; Quickfall, Aimee; Thompson, Shaun

doi:10.4324/9781003157120-18

Cited by 2 publications

(3 citation statements)

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“…, 2015). Clarke et al. (2022) argued that a positive mentor–mentee relationship can mitigate some of the challenges faced by beginning teachers and provide resources for the well-being of both mentors and mentees.…”

Section: Integrative Literature Reviewmentioning

confidence: 99%

“…To help improve the quality of this relationship, mentors need to be committed to their tasks and roles (Allen and Eby, 2008) and understand that the social and emotional aspects are integral to mentoring work (Hobson, 2020;Hoffman et al, 2015). Clarke et al (2022) argued that a positive mentor-mentee relationship can mitigate some of the challenges faced by beginning teachers and provide resources for the well-being of both mentors and mentees. Hollweck (2019) further found that the quality and effectiveness of the mentor-mentee relationship are determining factors of mentor well-being.…”

Section: The Mentor's Perspectivementioning

confidence: 99%

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Well-being and mentoring in pre-service teacher education: an integrative literature review

Dreer-Goethe

2023

IJMCE

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PurposeMentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues.Design/methodology/approachThrough an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.FindingsThe framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.Originality/valueThis work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.

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Section: Integrative Literature Reviewmentioning

confidence: 99%

Section: The Mentor's Perspectivementioning

confidence: 99%

Well-being and mentoring in pre-service teacher education: an integrative literature review

Dreer-Goethe

2023

IJMCE

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show abstract

“…Firstly, the mentoring process here seems to some degree quite linear, with goals being set at the start of the mentoring period, and then steps being taken to meet those goals. The relationship may be more open than this, but the focus is on developing practice and well-being through dialogue and support (See Clarke et al, 2022). In addition, there is no particular medium or framework for thinking about teaching practice, or for structuring the process of mentoring itself.…”

Section: Basic Features Of Mentoring Approachesmentioning

confidence: 99%

Working with the complexity of professional practice and development

Wood¹,

Quickfall²

2022

Mentoring Geography Teachers in the Secondary School

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Well-being

Cited by 2 publications

References 0 publications

Well-being and mentoring in pre-service teacher education: an integrative literature review

Well-being and mentoring in pre-service teacher education: an integrative literature review

Working with the complexity of professional practice and development

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