Mentoring preparation in educational contexts: a review of the literature

Abstract

Purpose

This article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on the literature.

Design/methodology/approach

A narrative review of a range of literature focussing on the importance and characteristics of effective mentor practice and preparation.

Findings

Many mentors working in educational contexts lack adequate preparation, and a shift in mentoring practice from a mentor as expert approach, which mentors are likely revert to without training, to a more collaborative relationship in line with educative mentoring is recommended. Relationship building, working collaboratively and encouraging critical reflection are essential mentoring capabilities, and can be supported by participation in effective mentoring preparation programmes. Characteristics of these programmes include: providing time for mentors to reflect on their personal capabilities and attitudes; strengthening their knowledge about mentoring and learning a range of approaches and tools.

Practical implications

Implications for mentor preparation include consideration of curricula that focus on the nature of effective mentoring relationships, provision of effective observation-based feedback and the facilitation of critical reflection. Blended learning models appear to have potential and organisational leaders need to recognise and value mentoring to ensure that it is prioritised.

Originality/value

This article makes a valuable contribution to our understanding of the nature of effective mentor preparation programmes.