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Falzon, Rose. "Humanistic Professionals Perceptions on Workplace Mentoring to Support Professional andPersonal Wellbeing: A Narrative Inquiry Study." MCAST Journal of Applied Research & Practice 7, no. 2 (2023): 34–71. http://dx.doi.org/10.5604/01.3001.0053.7293.
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This research explores workplace challenges as experienced by four Malteseprofessionals in the management, education, health, social welfare and law fields, and theirperceptions on how mentoring arising through understanding of compulsory supervisionin therapeutic practices might impact their professional and personal wellbeing. Informedby collating the narratives of these professionals, I analyse the beneficence of mentoringsupport practices if implemented in these humanistic fields. Supervision is an inherent partof being a practitioner in the talking therapies and supports the practitioners personaland professional wellbeing since, according to Spagnuolo Lobb (2019), individual andorganisational wellbeing cannot be separated. This rationale can be applied to mentoringin other humanistic professions. In fact, mentoring developed in diverse humanistic fields,encompassing the notion that the support of a mentor to the mentee is not limited to careeraspirations but also includes support for the enhancement of personal wellbeing (Dutton2003). Narrative inquiry is the chosen research methodology, generating a transformativephilosophical approach. Purposive sampling was used and the data was collected through indepthnarrative interviewing (Bernard 2002; Lewis and Sheppard 2006). Thematic narrativeanalysis was utilised as an analytic tool to gain access to the narrators world (Polkinghorne1995) and MAXQDA was used to proficiently aid the analytic process. Quality in this researchwas ensured by considering procedural, situational, and relational ethical dimensions (Tracy2010). Following the analytic process, a model is depicted, followed by recommendations,amongst which are: informing humanistic fields about the benefits of mentoring provision;making supportive mentoring accessible for all humanistic professionals; offering formal,informal, internal, and external forms of mentoring; and ensuring that the mentor is trainedand supported.
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Johnson, Timothy R. B., Philip D. Settimi, and Juliet L. Rogers. "Mentoring for the Health Professions." New Directions for Teaching and Learning 2001, no. 85 (2001): 25–34. http://dx.doi.org/10.1002/tl.3.
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Brashear-Alejandro, Tom, Hiram Barksdale, Danny Norton Bellenger, James S. Boles, and Channelle James. "Mentoring characteristics and functions: mentoring’s influence on salespeople." Journal of Business & Industrial Marketing 34, no. 2 (2019): 303–16. http://dx.doi.org/10.1108/jbim-09-2017-0223.
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PurposeThis paper aims to examine a longitudinal study of mentoring functions and their effect on salesperson attitudes and intentions.Design/methodology/approachThe research is based on a multi-year study of salespeople beginning when the salesperson entered the industry being examined.FindingsThe level of interaction between the mentor and protégé was found to be the only antecedent examined that related to the perceived quality of mentoring functions. Age, education and length of employment for both parties; the degree of age and education difference; and the length of the mentoring relationship were not significant. Successful mentoring appeared to be based heavily on a mentor’s willingness and ability to interact frequently with the protégé.Originality/valueThis study adds to the literature on mentoring, looking at mentoring in a sales context. Research examining mentoring in a sales setting is much more limited than in many other professions, so the findings represent a valuable addition to the sales mentoring literature. Its influence on sales socialization may be very important.
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Worker, Charlotte, and Sally Hunter. "Mentoring dental professionals." Bulletin of the Royal College of Surgeons of England 92, no. 3 (2010): 97. http://dx.doi.org/10.1308/147363510x490845.
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Mentoring has become an increasingly valuable skill in dentistry. Professionals working in primary dental care often face challenging decisions in relative isolation about the care of their patients and their own professional development. Pressures come from many different directions, including those resulting from the sheer range of career choices, changing arrangements for delivery of primary care and uncertainty around future commitment to funding. Above all there is the desire to live up to the professional vision of service, standards and quality that led many to become members of a person-centred profession in the first place.
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Peiser, Gillian, John Ambrose, Beverley Burke, and Jackie Davenport. "The role of the mentor in professional knowledge development across four professions." International Journal of Mentoring and Coaching in Education 7, no. 1 (2018): 2–18. http://dx.doi.org/10.1108/ijmce-07-2017-0052.
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Purpose Against a British policy backdrop, which places an ever- increasing emphasis on workplace learning in pre-service professional programmes, the purpose of this paper is to investigate the contribution of the mentor to professional knowledge development in nursing, paramedicine, social work and teaching. Design/methodology/approach Taking the form of a literature review, it explores the influence of policy, professional and theoretical conceptualisations of the mentor role, and structural factors influencing the mentor’s contribution to professional knowledge. Findings Where there are clearly delineated policy obligations for the mentor to “teach”, mentors are more likely to make connections between theoretical and practical knowledge. When this responsibility is absent or informal, they are inclined to attend to the development of contextual knowledge with a consequent disconnect between theory and practice. In all four professions, mentors face significant challenges, especially with regard to the conflict between supporting and assessor roles, and the need to attend to heavy contractual workloads, performance targets and mentoring roles in tandem. Practical implications The authors argue first for the need for more attention to the pedagogy of mentoring, and second for structural changes to workload allocations, career progression and mentoring education. In order to develop more coherent and interconnected professional knowledge between different domains, and the reconciliation of different perspectives, it would be useful to underpin mentoring pedagogy with Bhabba’s notion of “third space”. Originality/value The paper makes a contribution to the field since it considers new obligations incumbent on mentors to assist mentees in reconciling theoretical and practical knowledge by the consequence of policy and also takes a multi-professional perspective.
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Strekalova, Yulia A., H. Robert Kolb, Holly Morris, and Rebecca Austin-Datta. "4207 Development and Evaluation of a Pilot Mentor Training Program for Clinical Translational Research Professional Workforce." Journal of Clinical and Translational Science 4, s1 (2020): 60. http://dx.doi.org/10.1017/cts.2020.208.
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OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training program for clinical research professionals. This project presents an evidence- and theory-based mentoring program that has been developed, implemented, and evaluated for this group of translational research professions. METHODS/STUDY POPULATION: The curriculum for the program was designed for aspiring mentors and aligned with the topics of existing Entering Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015). Eleven experienced CRPs participated in the pilot training program. The training was delivered in two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool were used for process and outcome evaluation. Cases studies specific to the CRPs work environment were developed and used to facilitate discussions throughout the training. RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency assessment were compared across six sub-indexes. Paired t-tests showed a significant difference for the maintaining effective communication competency, p = 0.0202. Comparisons of individual items also showed positive changes in the promoting professional development competency, p = 0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been informal mentors without a formal role assignment, the need for ongoing mentoring, and potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group of research support professionals who may hold the roles of research study coordinators, research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential infrastructure for ongoing professional development and support talent retention.
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Gavrutenko, T. V. "Management of the Development of Continuing Education for Schoolchildren of Psychological and Pedagogical Classes." Review of Omsk State Pedagogical University. Humanitarian research, no. 42 (2024): 151–55. http://dx.doi.org/10.36809/2309-9380-2024-42-151-155.
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The article describes the methodological aspects of early career guidance of schoolchildren for teaching professions based on mentoring final year students of a pedagogical university. The need for a scientific rethinking of the conceptual foundations of mentoring schoolchildren in psychological and pedagogical classes, as well as its important practical significance in matters of professional self-determination, form the relevance of this topic. The principles of interaction between the school and the university are specified. A model of mentoring schoolchildren in psychological and pedagogical classes is proposed.
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Karasik, Rona. "FULL CIRCLE: MENTORING IN GERONTOLOGY AND GERIATRICS EDUCATION." Innovation in Aging 6, Supplement_1 (2022): 169. http://dx.doi.org/10.1093/geroni/igac059.673.
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Abstract More than just a buzzword in business and education, mentoring is a complex interactional process that, at its best, fosters personal and professional development for all involved. In other words, a good mentoring relationship can be both transformative and reciprocal. This raises the question of what is (and is not) a good mentoring relationship? Moreover, how does one enter into and capitalize on the benefits of mentorship? While some mentoring relationships are intentionally created, others seem to evolve so organically that participants are not immediately aware of mentoring’s presence. The current presentation looks at the nature of mentoring relationships within the context of gerontology and geriatrics education from both the mentor and mentee perspectives.
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Coppin, Rosalie, and Greg Fisher. "Professional association group mentoring for allied health professionals." Qualitative Research in Organizations and Management: An International Journal 11, no. 1 (2016): 2–21. http://dx.doi.org/10.1108/qrom-02-2015-1275.
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Purpose – Mentoring is widely used in the health sector, particularly for early career professionals in the public health system. However, many allied health professionals are employed in private practice and rely on their professional association to provide mentoring support and training. This mentoring context is under-researched. The paper aims to discuss these issues. Design/methodology/approach – A purposeful sample of 15 allied health professionals were interviewed using semi-structured interviews that were then analyzed using template analysis. Findings – The many-to-many group mentoring program delivered valuable knowledge, diagnostic skills and networking opportunities but did not provide inclusion, role modeling or psychosocial support to participants. Also identified were structural and operational issues including; the role of the coordinator in addressing contribution reluctance and participant confidence, confidentiality issues, lack of mentor training and overall organization of the program. Practical implications – Group mentoring is a valuable method of delivery for professional associations. The many-to-many group mentoring model is beneficial in a situation where the availability of mentors is limited. Further, the importance of having a dedicated program coordinator and a skilled facilitator is emphasized. Originality/value – This research contributes to the limited literature on many-to-many group mentoring by reviewing the effectiveness of an existing many-to-many group mentoring program for allied health professionals delivered by a professional association.
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Porter, Tyrone M. "Mentoring through an inclusive lens." Journal of the Acoustical Society of America 153, no. 3_supplement (2023): A191. http://dx.doi.org/10.1121/10.0018622.
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There is a great deal of building equitable and inclusive teams in STEM professions, but there are limited resources on how to achieve this goal. Today I will share on my mentoring philosophy and my efforts to lead a research team that values diversity, equity, and inclusion.
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Raharjo, Sunu Budhi, Rita Mustika, Aida Lydia, et al. "Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs." Journal of Educational Evaluation for Health Professions 18 (August 9, 2021): 19. http://dx.doi.org/10.3352/jeehp.2021.18.19.
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Purpose: During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.Methods: This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.Results: Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).Conclusion: Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.
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Baker, Lela A., Colleen Moss, Curry Bordelon, and Michele K. Savin. "Growing the Neonatal Nurse Practitioner Workforce Through Mentoring." Journal of Perinatal & Neonatal Nursing 38, no. 2 (2024): 184–91. http://dx.doi.org/10.1097/jpn.0000000000000789.
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Objective: The purpose of this article is to highlight evidence specific to the neonatal nurse practitioner (NNP) workforce related to successful mentoring programs. Specifically, the authors of this article explored recent evidence of mentorship to improve job satisfaction and retention of the NNP workforce. Background: NNPs are valuable members of neonatal healthcare team. Because of the aging NNP workforce, methods to recruit, train, mentor, develop, and retain new NNPs are imperative. Methods: Using a quality appraisal tool from the PRISMA extension for scoping reviews, articles were identified through electronic database searches using search terms related to mentoring, nurse practitioners, recruitment, and retention. Studies published in English between 2013 and 2023 were included. Peer-reviewed quantitative and qualitative articles were synthesized and critically appraised by 4 reviewers. Results: The authors identified 46 articles with a focus on mentoring in nursing of which 12 articles include mentoring for nurse practitioners. Research indicates that mentoring relationships are valuable in many healthcare roles and professions. Evidence is limited indicating the impact of mentoring in the highly specialized role of the NNP. Conclusion: Mentoring is an invaluable component of professional nursing and counters incivility while advancing competency, job satisfaction, and retention. Additional research is needed regarding NNP-specific mentoring programs.
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Pandey, Shiva Ram, and Mani Ram Sharma. "Mentoring and Professional Development: A Gateway to Professionalism." Journal of Social Work and Science Education 3, no. 2 (2022): 168–78. http://dx.doi.org/10.52690/jswse.v3i2.294.
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This article presents ideas on mentoring and professional development. It briefly describes the needs, practices and benefits of mentoring for the professional development of teachers. It discusses teaching as a profession and teacher development. Both mentoring and professional development go hand in hand to maximize teaching and learning process. In teaching profession, mentoring is a process in which a more experienced senior teacher supports the novice teachers by providing required guidance, counseling, ideas and information on carrying out the professional responsibilities successfully. The article concludes with the idea that mentoring helps novice teachers to grow and develop personally, professionally and institutionally. Mentoring is one of the great means to achieve professionalism in teaching.
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Eldredge, Jonathan D. "Virtual Peer Mentoring (VPM) Might Facilitate the Entire EBLIP Process." Evidence Based Library and Information Practice 5, no. 1 (2010): 7. http://dx.doi.org/10.18438/b8x907.
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Implications for Practice
 • Virtual Peer Mentoring (VPM) is one possible means for maintaining one’s continuous professional vitality.
 • Mentoring relationships can thrive despite boundary crossings or multiple relationships provided both participants uphold ethical principles.
 • Virtual peer mentoring is a possible response to the short supply of high level professionals with time to mentor junior staff.
 Implications for Research
 • Professional associations must take the lead in identifying the most important and answerable questions facing our profession.
 • Where authoritative evidence does not exist for an informed decision a mentor may advise a protégé on the potential for further research
 • Despite scarce research on Virtual Peer Mentoring, we can infer guidance from similar research on distance learning and collaborations.
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Razumova, Irina A. "Family mentoring." Transactions of the Kоla Science Centre. Series: Natural Sciences and Humanities 3, no. 2/2024 (2024): 5–19. http://dx.doi.org/10.37614/2949-1185.2024.3.2.001.
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The concept of “family mentoring” has two meanings: as a set of formal and informal social practices of family support and as part of the family culture for the transfer of experience, knowledge, behavior patterns and values. The article is based on, firstly, field research aimed at understanding mentoring by urban residents of different ages, education and professions, and secondly, on information materials about the activities of state and public organizations to provide support to families in need not only of social protection, but and in cultural development. The ambiguity of the concept of “family mentoring” is overcome due to the common meaning rooted in the culture of native speakers. The author comes to the conclusion that it is more correct to consider mentoring not as a set of practices, but as the quality of the relationship between the “mentoring” and “mentee” parties during the transfer of experience, norms, values, knowledge. The parties are able to change places, although the family, in relation to social institutions, acts more as the one who is guided and supported. Informants, regardless of their age, education and specialty, as a rule, place parents in first place among mentors in their lives. Mentoring in the family exists insofar as the family is based on trust and mutual assistance.
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Kokhan, Natalya V., and Tatyana M. Gozman. "Mentorship as Educational Interaction." Journal of Pedagogical Innovations, no. 2 (July 3, 2023): 5–14. http://dx.doi.org/10.15293/1812-9463.2302.01.
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The key idea of the article is the actualization of the topic of mentoring as a pedagogical technology of professional development on the example of modern realities in the field of education. The purpose of the article is to identify the factors in the development of modern formats of mentoring as an educational interaction. The dynamics of the definitions of the concept of “mentoringˮ is revealed, the key principles of mentoring, the specifics of the young generation of teachers are noted. The unifying principle behind the implementation of mentoring technology is learning by doing. Mentoring as a technology of professional formation and development has an impact not only on the development of the mentee, but also on expanding the boundaries of the professional skills of the mentor himself. The specifics of the conditions that determine the reboot of mentoring in the new reality are characterized. From the practice of professional educational organizations, higher education organizations, examples of popular forms, levels and technologies of mentoring are given. Pedagogical conditions (organizational, psychological and pedagogical, didactic) are revealed, from the position of which it is possible to evaluate the effectiveness of mentoring. The conclusion is made about the factors of development of modern formats of mentoring as an educational interaction.
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Rentschler, Gary J., and Rachel M. Gasior. "Student Peer Mentoring: A Tool for Clinical Educators." Perspectives on Issues in Higher Education 14, no. 1 (2011): 29–35. http://dx.doi.org/10.1044/ihe14.1.29.
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Peer mentoring has been shown to provide benefits in a variety of situations in several professions. To facilitate clinical learning in speech-language pathology, a clinical teaching paradigm utilizing student peer mentoring was constructed. The roles of the student mentor and the mentees are reported and the benefits of this paradigm are discussed. Student peer mentoring may be a useful tool in supporting marginal students in clinical learning.
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Bryson, David. "Continuing professional development and mentoring." Journal of Visual Communication in Medicine 45, no. 1 (2021): 64–66. http://dx.doi.org/10.1080/17453054.2021.2005459.
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Hope, Joan. "Support students, profession through mentoring, professional development." Successful Registrar 22, no. 2 (2022): 12. http://dx.doi.org/10.1002/tsr.30959.
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Bhandari, Bhim Lal. "Mentoring Practices of Novice English Teachers." Journal of NELTA Gandaki 5, no. 1-2 (2022): 75–86. http://dx.doi.org/10.3126/jong.v5i1-2.49282.
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Mentoring is a professional rapport in which an experienced professional supports novice teachers in the premature phases of their profession to develop and progress their teaching career by sharing their teaching skills, experiences and knowledge. This article examines the English language teachers’ understanding and practices of mentoring along with my experiences. I employed a descriptive phenomenological research design to explore the lived experiences of teachers about mentoring. Four English teachers teaching at the secondary level were purposively selected as the participants for the study from two community schools of Rupandehi, Nepal. I used interviews as a technique for collecting information from the participants. The finding of the study shows teachers’ positive mentoring experiences as they are satisfied with mentoring practices. The study also shows that the common mentoring practices the English teachers employed were peer support, profession-related workshops, training, conferences and seminars. The study may contribute to boost professional competency in their teaching career having effective mentoring experiences and practices with some insightful ideas.
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Wong, Raymond K. "Leadership and Mentoring." Journal of ExtraCorporeal Technology 53, no. 4 (2021): 237–38. http://dx.doi.org/10.1051/ject/202153237.
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Parmenter, Jill, and Paula McGraw. "Never Assume! Mentoring the Connections Between Theory and Practice." Perspectives on School-Based Issues 11, no. 4 (2010): 145–48. http://dx.doi.org/10.1044/sbi11.4.145.
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Abstract Mentoring is one of the most important services experienced speech-language pathologists can provide to the profession of speech-language pathology. The mentoring we provide today will impact the future of the profession. This article will examine the roles and responsibilities of a mentoring speech-language pathologist, considering the specific needs of a Clinical Fellow (CF) as well as the mentoring needed for professionals throughout their careers.
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Partridge, Helen, Insa Haidn, Terry Weech, Lynn Silipigni Connaway, and Michael Seadle. "The Researcher Librarian Partnership: building a culture of research." Library and Information Research 38, no. 118 (2014): 35–51. http://dx.doi.org/10.29173/lirg619.
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Increasingly, the library and information science (LIS) practitioner is being challenged to incorporate research into the context of their professional work. This paper reports on the Researcher-Librarian Partnership, a research-mentoring programme that was initiated by the International Federation of Library Associations and Institutions. Six new LIS practitioners within their first seven years of professional practice took part in the programme. Each was partnered with an experienced LIS researcher who provided mentoring and support. During the 12-month programme the new professionals designed and implemented a research project on a topic of interest. This paper outlines the details of the programme providing observations on how research mentoring can be a powerful way to ensure all stakeholders – practitioners, educators and professional associations – can plan an active role in supporting the development of a research culture within the profession.
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Diana, Nur, Maslichah, M. Basjir, and Arrozi Adhikara. "Mentorship Function to Reduce Turnover Intention in Public Accounting Firm." Academic Journal of Interdisciplinary Studies 12, no. 5 (2023): 235. http://dx.doi.org/10.36941/ajis-2023-0141.
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The phenomenon of auditors transitioning to Public Accounting Firms (KAP) or other professions has resulted in a decline in both auditor performance and the overall functioning of KAP. Therefore, this study empirically examines the predictive capabilities of role dynamics theory within the framework of planned behavior theory on mentoring behavior and its potential to prevent auditors from transitioning to KAP or other professions. The study design used explanatory causality and the data were collected through survey using a questionnaire, with primary data as the source. The sample included 191 auditors at various levels, namely managerial, partner auditors, senior auditors, and staff members, within KAP. Furthermore, a proportional random sampling method was used, and structural equation modeling [SEM] was employed for data analysis. The individual auditor served as the analytical unit, while time horizon was considered as the cross section. The results showed the mentor's position positively impacted the level and mentoring function of protégé organization, and the degree of the organization positively influenced the status of the mentor. Meanwhile, the mentor's level and mentoring function negatively impacted turnover intention, and organizational structure enhanced the connection between protégé organizational level and the mentoring role. The results indicated that both the position and function of mentoring can enhance the retention of protégé of staff, and the less structured office environment can strengthen mentoring activities within the KAP.
 
 Received: 6 June 2023 / Accepted: 08 August 2023 / Published: 5 September 2023
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FILATOVA, M. N., and L. V. VOLKOVA. "MENTORING AS A TREND OF UPDATING THE SYSTEM OF NON-FORMAL EDUCATION OF TEACHING STAFF." PRIMO ASPECTU, no. 4(56) (December 2023): 102–9. http://dx.doi.org/10.35211/2500-2635-2023-4-56-102-109.
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The article is devoted to the problem of the development of non-formal education, which is especially relevant in the modern system of continuing professional education. The traditional model of discrete professional development of teaching staff does not fully meet the challenges of modern education, because it does not always respond quickly to the requests of the pedagogical community. The changes taking place in society require the search for new approaches in the system of professional development of teaching staff. This task is helped by non-formal education aimed at developing the competencies of teaching staff who carry out their professional development for a specific task. Non-formal education allows you to give answers to questions that arise before the pedagogical community in the "here and now" format. One of the models of non-formal education, the core of which are various mentoring methods, is considered. The institute of mentoring is gaining popularity, and the mentor will enter the list of professions in the near future. The main advantage of mentoring as a modern form of competence development is the ability not to completely break away from the main work of either the student or the trainee. The process of institutionalization of mentoring is at an initial stage today. The issues of organizational forms, legal regulation, criteria for personnel selection and training of mentors, their material and non-material incentives need to be addressed.
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Predoi-Cross, Adriana. "Inclusive mentoring and leadership, and the many roads to success." Canadian Journal of Physics 98, no. 6 (2020): ix—xvii. http://dx.doi.org/10.1139/cjp-2019-0291.
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This paper discusses recent approaches to gender-inclusive mentoring and leadership at different stages of one’s professional life. We will discuss life scenarios where mentoring makes a difference, different types of mentoring, how to find a mentor, roles and expectations of mentors and mentees, mentoring events, and challenges in the mentoring process. We will outline the importance of leadership activities in the professional development of young professionals. Traits of good leaders, leadership strategies, and lessons learned from good leadership examples, will be presented. Last, we will discuss different ways of defining and achieving success in professional life and beyond.
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Kvam, Edel Karin. "Praksisveiledning og lærerstudenters profesjonelle utvikling. Om utviklende kunnskapsprosesser i lærerutdanningens praksisveiledning." Acta Didactica Norge 13, no. 1 (2019): 12. http://dx.doi.org/10.5617/adno.6628.
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I denne artikkelen argumenterer jeg for at praksisveiledning kan bidra til lærerstudenters profesjonelle utvikling, men også at dette bare er en mulighet som må gripes for å realiseres. Norsk og internasjonal lærerutdanningsforskning viser et mangfold av veiledningspraksiser i studentenes praksisperioder. Likevel er det noen felles kjennetegn ved veiledningen studentene tilbys. Forskning viser at praksisveiledning er knyttet til utførelse av spesifikke handlinger, og at veiledere i mindre grad inviterer til drøfting av studentenes intensjoner og mål for den pedagogiske virksomheten. Veiledere gir råd og fremstår som eksperter på undervisningssituasjoner, fremfor å søke dypere refleksjon. På grunnlag av veilednings- og profesjonsteori, sett i relasjon til tidligere lærerutdanningsforskning, argumenterer jeg for at praksisveiledning kan tjene på økt bevissthet om samtalekvaliteter. Artikkelen viser hvordan fenomener som å be om begrunnelser for handling, yte motstand på begrunnelser og å etablere reelt samarbeid mellom studenter og veiledere om hvordan praksis kan forstås, er forutsetninger for at profesjonsutviklende kunnskapsprosesser kan finne sted.Nøkkelord: lærerutdanning, praksisveiledning, profesjonell utvikling, kunnskapsprosesserPlacement mentoring and student teacher’ professional developmentAbstractIn this article I argue that mentoring can contribute to teaching students’ professional development, but also that this is just an opportunity that must be grasped in order to be realised. Norwegian and international teacher education research shows a diversity of placement mentoring practices during students’ placement periods. Nevertheless, there are some characteristics common across all mentoring offered to students. Research shows that mentoring is being connected to the completion of specific actions, and that mentors to a lesser extent invite to discuss the students’ intentions and aims for the educational activity. Mentors generally offers advice and acts as experts in teaching situations rather than promoting deeper reflection. Based on theories of mentoring and professions, in relations to previous teacher education research, I argue that placement mentoring may benefit from increased awareness of conversation qualities. The article demonstrates how phenomena such as asking for justifications for actions, providing opposition to justifications and establishing real cooperation between students and mentors on how teaching practice can be understood are all prerequisites for professional development knowledge processes being able to take place.Keywords: Teacher education, placement mentoring, professional development, knowledge processes
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Simok, Anna Alicia, Mohamad Najib Mat Pa, Ahmad Fuad Abdul Rahim, and Jamilah Al-Muhammady Mohammad. "Challenges of e-Mentoring Medical Students During the COVID-19 Pandemic." Education in Medicine Journal 13, no. 4 (2021): 107–11. http://dx.doi.org/10.21315/eimj2021.13.4.9.
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In the current pandemic scenario, the School of Medical Sciences, Universiti Sains Malaysia had adopted an e-mentoring system to help undergraduate medical students acclimatise to new subjects, improve academic performance and decrease attrition. The authors highlight the challenges of e-mentoring, including aspects of interpersonal dynamics, slow development of relationships in e-mentoring and the requirement of specific skills in technology for useful online mentoring, are the few challenges discussed. Some possible solutions were also shared. This article is beneficial to institutions implementing or planning to implement an e-mentoring system.
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Jacobs, Steven. "An analysis of the evolution of mentorship in nursing." International Journal of Mentoring and Coaching in Education 7, no. 2 (2018): 155–76. http://dx.doi.org/10.1108/ijmce-06-2017-0042.
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Purpose The purpose of this paper is threefold. First, this paper documents an analysis of mentorship models within the profession of nursing from the 1940s onward. From this analysis, the author was able to categorize the evolution of mentorship models within nursing. Second, this paper identifies four specific contemporary challenges within nursing which relate directly to mentorship. Last, this paper attempts to place a nursing student peer mentorship model in context to best understand how it can benefit the profession of nursing and help address the four identified contemporary challenges within nursing. Design/methodology/approach The theoretical, philosophical, and research roots that have shaped and informed mentorship models in nursing are examined. The strengths and limitations of nursing mentorship models are analyzed in relation to contemporary challenges in nursing education and practice with a focus on undergraduate peer mentorship. This was achieved through a comprehensive literature review that examined mentorship in nursing from approximately 1940 to the present. Findings Since Nightingale’s time, five specific mentoring models have been created and adapted within the nursing profession. The five mentorship models identified within this paper are most prevalent within current and previous nursing mentorship literature and demonstrate how models within nursing have evolved from those positing a relatively paternalistic relationship to those favoring more collaborative and reciprocal relations between mentor and mentee. Further, it is argued in this paper that a nursing student peer mentorship model can assist in addressing four challenges which currently face the profession of nursing. These four challenges (which are prevalent in nursing literature) are mentoring as a professional responsibility, projected nursing shortages, communication in nursing, and the development of critical thinking skills. Research limitations/implications A limitation of this paper includes the fact that, despite the many challenges facing the profession of nursing today, this paper focuses on only four identified challenges. As it is impossible for one paper to address all of the contemporary challenges which face nursing today, as articulated below, this paper addresses four identified challenges because they relate to mentorship, nursing education, and nursing practice. Practical implications Providing opportunities for nursing students to participate in a peer mentoring relationship assists future nurses and the profession as a whole by generating tangible benefits. These benefits include an exposure to theories and models of mentorship and skills to help them fulfill their future professional responsibility of mentoring, development of relationships and skills that can increase both nurse and student retention, and improved communication and critical thinking skills. Last, this study can help nursing schools to identify and work with theories and models of mentorship that will improve their ability to stimulate critical thinking among their students. Originality/value This paper fills a gap in the literature by providing an analysis of the theoretical, philosophical, and research roots that have shaped and informed mentorship models in nursing from the 1940s onward. This analysis suggests that student peer mentorship may be the most effective model to address these four challenges in nursing: mentoring as a professional responsibility, projected nursing shortages, communication in nursing, and the development of critical thinking skills. This paper has the potential to make a timely contribution to the global debate regarding mentoring across the healthcare professions.
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Yoeurng, Sak. "Implementing a school-based mentoring program at a secondary resource school in Takeo province, Cambodia." Cambodian Journal of Educational and Social Sciences (CJESS) 1, no. 1 (2024): 67–88. http://dx.doi.org/10.69496/cjess.v1i1.10.
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Mentors encourage mentees' personal and professional development by sharing their expertise and experience. Mentoring is the act of sharing life and training experiences with teachers (mentees) in improving their classroom practices and teaching professions. The tasks require mentors to effectively implant positive views in mentees. The current study utilized a qualitative case study design to examine the existing mentorship program and its impact on the teaching and learning processes at a secondary resource school. Interviews at Samdach Ouv, a high school, provided the data. The study presents findings that aim to investigate the requirements and methodologies employed by mentors in mentoring novice teachers, ascertain the responsibilities of mentors in the mentoring programs at a secondary resource school, and determine the advantages of such mentoring programs. The findings also suggested that school-based social colleagues have a keen interest in mentoring programs that foster both academic achievement and positive social conduct among teenagers. As these programs are new, members may see specific benefits. As a result, the outcomes of mentorship programs play a vital role in establishing an educational setting that is both nurturing and cooperative. The benefits extend to mentees, mentors, and the entire school community. Ultimately, the author suggests that the most effective processes, thoroughly examine methodologies, and evaluate the study’s findings. Future studies should employ other designs and more participants at the same school or other schools.
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Schweitzer, Cathie Ann. "Mentoring Future Professionals." Journal of Physical Education, Recreation & Dance 64, no. 7 (1993): 50–52. http://dx.doi.org/10.1080/07303084.1993.10606785.
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Rojas Schwan, Nelly, Lirio K. Negroni, and Annette Santiago-Kozmon. "Culturally-Attuned Mentoring for Graduating Latina/o Social Workers to Foster Career Advancement." Advances in Social Work 14, no. 1 (2013): 146–62. http://dx.doi.org/10.18060/3874.
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The underrepresentation of Latinas/os in the social work profession, especially in higher levels of administration, has been amply documented. Successful Latina/o professionals can address the need for Latina/o leadership in the field by mentoring new graduates and supporting their development and career planning as they enter the professional world. This article presents an innovative mentoring program for Latina/o social work professionals conceptualized and led by the Latina/o Network of the Latina/o Network of the Connecticut chapter of the National Association of Social Workers (NASW). The program matches a Latina/o master’s in social work graduating student with a senior Latina/o social work professional. The model of the mentoring program incorporates a coordinator, a liaison to each mentor-mentee dyad, a mentor-mentee developmental relationship, and group gatherings. A key aspect of the model is the attention to and inclusion of Latino cultural values of familismo, personalismo, confianza, and colectivismo, to foster the development of a sense of community. Empirical and anecdotal data illustrate the outcomes of the program. The implementation of the program, the lessons learned, and its applicability to other professionals and cultural groups are discussed.
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Roofe, Nina, Barbara Stewart, Kimberley Sartain, Jolie Jackson, and Alicia Landry. "Mentoring: Perspectives for a Diverse FCS Profession." Journal of Family & Consumer Sciences 115, no. 4 (2023): 7–18. http://dx.doi.org/10.14307/jfcs115.4.7.
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The value of mentorship for family and consumer sciences (FCS) professionals is emphasized by inclusion in five leadership development programs offered by FCS professional organizations. The American Association of Family & Consumer Sciences (AAFCS) Leadership Academy, Academy of Nutrition and Dietetics (AND) Leadership Institute, Council of Administrators of Family and Consumer Sciences (CAFCS) Emerging Leaders Workshop, Board on Health & Human Sciences (BHHS) Fellows Program, and the National Extension Association of Family & Consumer Sciences (NEAFCS) Extension Leadership Conference each include mentoring content and opportunities. Each organization, whether seeking to develop emerging, current, or future leaders, includes mentoring as a tool for developing FCS leaders. Components of each, including the models applied and the curriculum offered, include elements of mentoring (see Table 1). The purpose of this analysis is to examine perspectives on mentoring in FCS education and the profession, especially for women of color (WOC), as illuminated by the extant literature and the lived experiences of FCS students.
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Ignatieva, E. V., and N. D. Bazarnova. "MENTORING IN A MODERN SCHOOL: MYTH OR REALITY?" Vestnik of Minin University 6, no. 2 (2018): 1. http://dx.doi.org/10.26795/2307-1281-2018-6-2-1.
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Introduction:the modern education system presupposes certain mechanisms for the entry of a young specialist into the profession, rendering assistance to him at the initial stage of his professional development. Effective adaptation of a young specialist to the conditions of an educational organization is possible when organizing an effective model of mentoring in this organization. The article examines in detail the phenomenon of mentoring, as well as the results of a study on determining the state of mentoring in general schools in the city of Nizhny Novgorod.Materials and methods:when writing the article, methods of analysis of domestic and foreign literature, comparative analysis, questioning, statistical methods of information processing were used.Results:he article contains the results of a questionnaire survey conducted among the teachers of schools in Nizhny Novgorod and the Nizhny Novgorod region to determine the state of mentoring in modern schools. The results of this study prove the low awareness of the teachers of educational organizations about the functional of the mentor, and also demonstrates that the culture of mentoring should be supported and developed.Discussion and Conclusions:the culture of mentoring provides a great potential for the development of teacher-mentors and young professionals, and also contributes to the greatest success of the educational organization.
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Marrs, Sarah, Tracey Gendron, Leland Waters, Jenny Inker, and Maddie McIntyre. "KNOWLEDGE OF AGEISM AND ATTITUDES ABOUT AGING AS A CORE COMPETENCY FOR HEALTH PROFESSIONALS." Innovation in Aging 3, Supplement_1 (2019): S832—S833. http://dx.doi.org/10.1093/geroni/igz038.3067.
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Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor with whom they meet multiple times throughout the program. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among health professions in disciplines such as medicine, nursing, and social work and even within assisted and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). We evaluated a senior mentoring program to gauge the impact of a new pedagogical approach and to gain a deeper understanding of the learning gained in relation to ageism and elderhood. This qualitative content analysis explored first-year medical students’ opinions of their own aging and attitudes towards caring for older adults. Students (n = 216) participating in a brief curriculum model of a senior mentoring program responded to the following open-ended prompts before and after the program: 1) How do you feel about your own aging?; 2) How do you feel about working with older adult patients after you complete your medical training? Responses suggest that students’ views of their own aging and views towards towards working with older patients are positively impacted by their experiences in the senior mentoring program.
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Murtazina, Gulnaz I., and Irina N. Plesovskikh. "MENTORING AS A TECHNOLOGY FOR DEVELOPING THE LABOR POTENTIAL OF EMPLOYEES." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 6/2, no. 126 (2022): 11–17. http://dx.doi.org/10.36871/ek.up.p.r.2022.06.02.002.
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The article reveals the essence of mentoring (mentoring, mentoring) as a way of transferring professional experience to the younger generation, gives the concept and different points of view on the problem of mentoring in Russia, shows its positive aspects and the need to reflect this method at the legislative level. The material introduces the areas of the most effective use of the mentoring method, the problems of introducing mentoring (mentoring) in organizations and ways to attract experienced professionals to work in the mentoring format. The article provides an opinion about the method being studied by representatives of the manufacturing sector, government authorities, and business. Various forms of existence of mentoring in modern Russian realities are shown. The article uses material published from 2017 to 2022, mainly in electronic periodicals, or on the websites of companies engaged in mentoring activities.
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Danelyan, A. A., and V. I. Vinokurov. "On the issue of developing a Concept for the development of mentoring in the fi eld of international relations, foreign policy and diplomacy." Diplomaticheskaja sluzhba (Diplomatic Service), no. 2 (April 10, 2024): 92–99. http://dx.doi.org/10.33920/vne-01-2402-01.
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Taking into account the relevance and availability of a large number of specialties and professions in our country, this article aims to outline the contours of the future concept of mentoring in the fi eld of vocational guidance and education in the areas of training 03/41/05 — International relations (bachelor's degree) and 04/41/05 — International relations (Master's degree). This article is also intended to encourage the corporate community to actively discuss the issue of mentoring.
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Palaguta, Ilona. "MENTORING AND ITS ROLE IN THE PROFESSIONAL DEVELOPMENT OF A YOUNG SPECIALIST IN GREAT BRITAIN." Problems of Modern Teacher Training, no. 2(28) (September 27, 2023): 35–41. http://dx.doi.org/10.31499/2307-4914.2(28).2023.291728.
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The article analyzes mentoring and its role in the professional development of a young specialist in the Great Britain. The main approaches to the definition of mentoring are presented. Mentoring is used to support future teachers during their school practice and it is considered as one of the most important factors in the professional development of future teachers. Mentoring is a process in which an experienced person helps a less experienced person develops their goals and skills through time-limited, confidential, one-on-one sessions and other learning activities.The position of a mentor and experienced teachers who can hold this position are described. The main responsibilities of a mentor to support future teachers are highlighted. The relationship between a mentor and a future teacher and the main requirements for making it effective are characterized. Mentoring is a professional partnership between two people. It is usually a long-term relationship based on mutual trust and respect. An effective mentoring relationship can only be achieved when the mentor listens to the needs of future teachers, develops their knowledge, and introduces new skills and other professionals in the field of mentoring. The main ways of an effective mentoring and the aspects which a mentor takes into account when providing pedagogical support to future teachers are revealed. Future teachers’ mentoring can be a rewarding and a fulfilling experience for both: a mentor and a young professional. A mentor can share an experience, skills and knowledge with novice colleagues and help them to develop self-confidence, competence and the ability to improve and develop themselves.
 Keywords: mentoring; future teachers; professional formation; mentor; experienced teacher; professional development; learning environment; professional skills; professional partnership; Great Britain.
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Petrovska, Sonja, Despina Sivevska, Biljana Popeska, and Jadranka Runcheva. "Mentoring in teaching profession." International Journal of Cognitive Research in Science Engineering and Education 6, no. 2 (2018): 47–56. http://dx.doi.org/10.5937/ijcrsee1802047p.
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Mills, Kristal. "Benefits and Characteristics of Mentoring Students and Young Professionals." Perspectives on Administration and Supervision 18, no. 2 (2008): 67–73. http://dx.doi.org/10.1044/aas18.2.67.
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Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.
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Monroe, Kristen Renwick. "Great Mentors: Featuring Joseph Cropsey, David Easton, and Lloyd and Susanne Rudolph." PS: Political Science & Politics 41, no. 04 (2008): 831–33. http://dx.doi.org/10.1017/s1049096508081195.
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The Committee on the Status of Women in the Profession wants to encourage more members of the APSA to participate in the mentoring program. Mentoring is not just for junior scholars; mentoring goes on one's entire professional career. Senior scholars can help in immeasurable ways as a mentee moves through different stages in the profession, becoming a senior scholar, moving through the administrative ranks—department chair, dean, even president of the university of college—or pursues a career outside academia. Mentoring can be part of a formal program and narrowly focused on how to get published, do research, and improve teaching, but it also can be ad hoc, informal, and can include how one assumes a greater role in professional societies or politics in general. It also addresses integration of life choices, touching on the issues that are important to us as people as well as scholars, and how our roles as human beings relate to our identities as scholars and teachers. So the concept of mentoring is broad.
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Blanco, Giovanna Garrido, Jordan Boeder, Veronica Fruiht, Kevin Erikson, Sarah Hwang, and Thomas Chan. "A Retrospective Study of Retired Academics: Long-term Career Benefits of Past Mentoring Behaviors." Innovation in Aging 5, Supplement_1 (2021): 763. http://dx.doi.org/10.1093/geroni/igab046.2826.
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Abstract While there is extensive literature on the benefits of mentoring for mentees, less is known about the impact of those relationships on mentors, particularly, after mentors complete their careers (i.e., retirement). For academics, the time and energy spent mentoring students can either be beneficial or costly to productivity. This study explores the associations between past mentoring and present evaluations of retired academics’ careers, seeking to investigate the long-term career benefits of mentoring. Understanding the evaluation of older adults’ careers at retirement in relation to their prior engagement in mentoring is critical, as mentoring is an integral component of careers in academia. Survey data were collected from a national sample of 277 retired academics averaging 73.6 (SD=6.2) years old and 7.7 (SD=5.8) years post-retirement. Results from structural equation models demonstrated that retired academics who reported having more protegees (β=.19, p=.024) and engaged in more mentoring behaviors (β=.18, p=.027) exhibited increased objective career benefits. Providing more mentoring functions was also associated with higher subjective career achievement (β=.33, p&lt;.001). Interestingly, the number of mentees and mentoring behaviors were not correlated to career satisfaction. Findings from the current study demonstrate the association between past mentoring experiences with career success. Examining the link between mentoring behaviors and overall assessments of career in retirement offers important insight into the long-term benefits of mentoring in higher education training prompting further research into the realization of these benefits in later life.
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Inyang, Obia Gopeh. "Mentoring." International Journal of Library and Information Services 11, no. 1 (2022): 1–12. http://dx.doi.org/10.4018/ijlis.20220101.oa1.
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This paper discussed mentoring, a tool for successful collaboration for Library and Information Science (LIS) educators, in the University of Calabar. For reasons why LIS educators collaborate, respondents revealed, among others, a sense of belonging, motivation, the challenge of management, witch-hunting, and reduction of cost of conducting research, among others. The results from mentoring for collaboration indicated that 19 respondents published 8 articles out of their first 11 published articles through collaboration efforts. Six respondents published six and two respondents had four through collaborative efforts. These represented 70.4%, 22.2%, and 7.41% of the results of mentoring for collaboration. The result show that LIS senior educators mentor young academics for collaboration. The paper identified some challenges of mentoring and the researcher suggested that mentors should be straightforward with the mentees because it is only by trust that people can work together irrespective of their profession.
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Daellenbach, Shanti, Lesley Dixon, Mary Kensington, et al. "Midwifery mentorship in Aotearoa New Zealand: The mentors’ perspective." New Zealand College of Midwives Journal 60 (December 31, 2024): 1–8. http://dx.doi.org/10.12784/nzcomjnl.246002.
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Background: In Aotearoa New Zealand, midwifery mentoring aims to develop professional confidence and is formalised in a number of programmes to support sustainable midwifery practice in different settings. Mentoring is shown to be beneficial for mentee midwives, but little is known about the impact on the person who is doing the mentoring. Aim: To explore the key attributes that underpin midwifery mentoring in Aotearoa New Zealand from the mentors’ perspective; how these are applied by mentors within the mentoring relationship; and what impact this has on them professionally. Method: This qualitative research used focus groups with mentor midwives identified from the Find Your Mentor database. A semi-structured topic guide used seven simple open-ended questions to stimulate discussion. Discussions were transcribed and analysed using the 6 steps of Braun and Clarke’s (2006) inductive thematic analysis. Findings: Four main themes were identified. The mentors described Creating an empowered, safe space in which power was balanced with trust and respect, and confidentiality built so that experiences could be shared and reflections supported. The second theme identified the mentors’ role in Building a support infrastructure which focused firstly on the mentees’ development, ensuring professional knowledge and professional responsibilities were met, and secondly on building a network of professional relationships to enable safe practice. The third theme Supporting professional cohesion described how the mentors and the profession benefit from the understanding and acceptance of different ways of practising midwifery and different midwifery roles as seen through the mentees’ lens. The final theme Sustaining midwifery practice described how mentoring keeps mentors up to date and that, by supporting the work-life balance of the mentees, they also reflect on their own work-life balance and holistic wellbeing. The enthusiasm of the mentored midwives affirmed and fed the mentors’ own passion for their roles as both a midwife and a mentor, and reflected positively for the health of the profession. Conclusion: Midwifery mentoring relationships benefit both mentees and mentors, and support cohesion and sustainability within the profession.
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Dudina, Elena A., and Svetlana I. Pozdeeva. "Mentoring as a Focus of Russian and International Research Investigations." Siberian Pedagogical Journal, no. 5 (October 23, 2023): 85–95. http://dx.doi.org/10.15293/1813-4718.2305.09.
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Introduction. Modern Russian educational environment is characterized by a rapid growth in research and practical interest in the phenomenon of mentoring. Currently, it is significant to reconsider the approaches to mentoring taking into account its historical foundations. The purpose of this article is to review the topics and problems of mentoring in Russian and international scholarly literature and to identify common theoretical foundation in understanding the phenomenon of mentoring as well as reveal the current trends of studying and implementing mentoring. Methodology. In order to solve the research problem, the authors applied the following methods: review and analysis of Russian and international research literature devoted to mentoring, systematization and summarizing the research data. Results. The analysis of Russian and international research literature enabled the authors to conclude that understanding the phenomenon of mentoring has evolved from ‘the tool of preparing to independent adult life’ to ‘the tool of continuing education and development, societal development, preserving and increasing of human capital’. The first attempts to understand and clarify mentoring were made in belles-lettres and philosophical treatises addressing the problems of moral education. Then, the focus shifted to the professional field: mastering the profession, development of professional competence. Mentoring has been studied according to the fields of implementation (education, professional and industrial activities, social sphere, etc). Researches has focused on the functions of mentoring and its models, development and stages of mentoring relationships, conceptualization of mentoring and its differentiation from other forms of individualized support, guidance and learning. Conclusion. The article concludes that currently mentoring is studied as a complex interdisciplinary phenomenon which is conceptualized within the meaningful paradigm of dialogue, collaboration, intellectual and moral efforts aimed at discovering personal meanings of the activity.
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Mazzoli, Linda Fabrizio, Dani M. Moffit, and Jamie L. Mansell. "The Scavenger Hunt: An Educational Technique for Preceptors and Athletic Training Students." Athletic Training Education Journal 16, no. 4 (2021): 250–54. http://dx.doi.org/10.4085/1947-380x-20-95.
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Context Entry-level athletic trainers (ATs) often lack tools necessary to help build confidence and professional networks, especially if they are the only clinicians in their facility. One-way athletic training education can help is to encourage preceptors to assist in mentoring athletic training students (ATSs) as they navigate the shift from student to AT. Objective To describe 1 educational technique developed by a preceptor that showcases effective mentoring, networking, volunteer opportunities, and communication. Background Mentorship is important for all entry-level ATs. By providing opportunities before graduation and assisting ATSs in learning how to network and communicate with potential mentors, future ATs can then continue the mentoring pipeline as they accept preceptor positions. Description This activity was developed by a preceptor while the ATS was in her immersive setting. It provided the ATS an opportunity to develop networking skills while still having support from the preceptor as mentor and while also growing the number of colleagues in her network. By providing a self-discovery activity, the ATS learned how to effectively maneuver through a large conference while gaining confidence, contacts, and a better understanding of the profession. Clinical Advantage(s) The preceptor developed a mentoring relationship with the ATS while also giving her the opportunity to build connections and identify characteristics that she would like to have in future mentors. Conclusion(s) Networking is often a difficult skill for new professionals. By creating this scavenger hunt, the preceptor demonstrated effective mentoring in addition to pushing the ATS outside of her comfort zone to develop her own professional network and observe how professionals can give back to their association.
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Glazkova, T. V. "FEATURES OF THE ATTITUDE TO MENTORING ACTIVITIES OF SUBJECTS IN THE SYSTEM OF ADDITIONAL EDUCATION FOR CHILDREN." Pedagogical IMAGE 17, no. 3 (2023): 317–29. http://dx.doi.org/10.32343/2409-5052-2023-17-3-317-329.
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. Introduction. The revival of the institute of mentoring is included in the federal projects “Modern School”, “Success of Every Child”, “Teacher of the Future”, “Social Elevators for Everyone”, and “Young Professionals” of the national project “Education”. Strategic directions and methodology for the implementation of mentoring in educational organizations are provided by the regulatory and methodological framework at the federal level; however, each type of education (general, professional, and additional) has its own specifics, thus, the introduction of the institute of mentoring in the system of additional education for children has its own characteristics and requires additional consideration. In this regard, an ascertaining study was conducted in order to identify the specifics of the attitude to mentoring of participants in the educational process in the system of additional education for children. This article describes the conducted research, an analysis of the results obtained and the preparation of recommendations for further work on the organization of mentoring activities in institutions of additional education for children. Materials and methods. The object of the study is the attitude of participants of the educational process (teaching staff of the system of additional education for children, students and their parents) to mentoring activities conducted as a part of the implementation of additional general education programs. In the course of the research, the following tasks were solved: theoretical analysis of scientific approaches to mentoring through the prism of additional education for children; development of a questionnaire for participants of the educational process in the system of additional education for children, aimed at identifying their attitude to mentoring; analysis of the results of the questionnaire and preparation of recommendations for the subsequent introduction of mentoring forms optimal for additional education for children. Results. Survey results: the positive attitude of the subjects of the educational process to mentoring in the system of additional education for children and the motivational readiness to introduce mentoring in the educational process were revealed; the requirements for the personal and professional characteristics of the teacher were determined; the main directions of mentoring activities in the implementation of additional general education programs were formulated. Discussion and conclusion. The analysis of the research results made it possible to determine the mentoring organization method involving children and parents in the role of mentor in mentoring pairs “student – student”, “student – teacher”, “student – carrier of the profession” as the specifics of mentoring activities in the system of additional education and to formulate their main directions in the implementation of an additional general education program: preparation for competitive events, events and building interpersonal relationships in a creative association (if there are special conditions). Taking into account the results obtained, revealing the specifics of motivation, content and direction of mentoring activities in the system of additional education for children, and the requirements for personal and professional characteristics of the teacher, a phased solution of the tasks of modeling and implementing a regional model of mentoring in the system of additional education for children is offered.
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Manwa, Lilian, Tabitha Grace Mukeredzi, and Lokadhia Manwa. "Rural school teaching in Zimbabwe: Mentoring experiences of 'beginning' primary school teachers." Australian and International Journal of Rural Education 26, no. 2 (2016): 63–76. http://dx.doi.org/10.47381/aijre.v26i2.65.
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The first year of teaching is the most formative period in a teacher’s career. Support is therefore crucial if they are to develop the competencies, confidence and attitudes that will help keep them contented and effective in the classroom. One way of enhancing these aspects is through induction and mentoring. This will help ensure a firm foundation for professional growth and career development. This qualitative inquiry sought to establish the mentoring experiences of ‘beginning’ teachers in rural primary schools in Masvingo District of Zimbabwe. Data were generated through in-depth interviews and open-ended questionnaires from thirty purposively selected novice teachers. Findings indicate that most beginning teachers in this study did not experience mentoring and consequently smooth transitions from student-hood to teacher-hood, but were left to navigate their new environment alone. Their experiences seemingly impacted negatively on their career prospects as some indicated interest in careers outside the teaching profession. The education system needs to offer on-going, in-service mentor training courses to practicing teachers to expose them to mentoring, thereby preparing them for professional guidance of beginning teachers. This will promote professional learning and development, adding qualitative commitment and competence to the growth trajectory of both novice and practicing teachers, which in turn may motivate new teachers to stay in the profession.Â
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Wilding, Clare, and Elza Marais-Strydom. "MentorLink: An Australian Example of Continuing Professional Development through Mentoring." British Journal of Occupational Therapy 65, no. 5 (2002): 224–26. http://dx.doi.org/10.1177/030802260206500507.
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Iheduru-Anderson, Kechinyere C., and Rene Revis Shingles. "Mentoring Experience for Career Advancement: The perspectives of Black Women Academic Nurse Leaders." Global Qualitative Nursing Research 10 (January 2023): 233339362311550. http://dx.doi.org/10.1177/23333936231155051.
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Mentoring is critical for career advancement in all professions. It is especially crucial for leadership development and succession planning. Studies suggest that increasing the racial minority representation in higher-level leadership will provide diverse skill sets, promote innovation, and yield positive outcomes. The study aimed to examine how Black women academic nurse leaders perceive mentoring in academic nursing using critical race theory as the guiding framework and explore the crucial role of mentorship in promoting and advancing Black women academic nurse leaders. The study used a narrative qualitative research design, purposive sampling, and unstructured interviews to collect and thematically analyze data. Findings fall under two major themes; being mentored and mentoring others. The findings highlight perceived significant differences in the allocation of resources and mentoring for career advancement in academic nursing for Black nurses compared to those classified as white. Increasing diversity in nursing requires deliberate effort from majority white leadership.