International Journal of Mentoring and Coaching in Education最新文献

{"title":"Effective mentoring strategies to support underrepresented students during a virtual summer research experience for engineering education undergraduates","authors":"Elizabeth S. Volpe, Denise R. Simmons, Joi-Lynn Mondisa, Sara Rojas","doi":"10.1108/ijmce-09-2023-0089","DOIUrl":"https://doi.org/10.1108/ijmce-09-2023-0089","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"11 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Women in academia: mentorship from a gendered perspective","authors":"Kelly R. Maguire, Amy M. Anderson, Tara E. Chavez","doi":"10.1108/ijmce-10-2023-0094","DOIUrl":"https://doi.org/10.1108/ijmce-10-2023-0094","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The purpose of this study is to contribute to the existing literature on the importance of mentorship in academia, particularly in higher education. Specifically, this study aims to address the research gap related to academic mentorship from a gendered perspective. The Productive Mentoring Framework and relational–cultural theory theoretically support this study.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;In this qualitative descriptive study, purposive sampling was used to recruit 19 participants for semi-structured interviews and a focus group. Two research questions guided this study: (1) How do individuals who identify as women describe the importance of mentorship in academia? (2) How do individuals who identify as women describe mentorship in academia from a gendered perspective? Using Braun and Clarke’s (2006) thematic analysis, a total of six themes emerged, with three themes identified for each of the two research questions from the data: (a) guidance and support, (b) personal and professional development, (c) inclusive and accountable relationships, (d) empathetic and supportive mentorship, (e) interpersonal connectivity and (f) gender empowerment and advocacy.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The research findings suggest that the participants held perceptions of gender disparity within academia. Additionally, empowering interpersonal relationships with other women and supportive environments were crucial in overcoming challenges and developing personally and professionally in higher education institutions. Future research is recommended to explore the perspectives of women supporting women and the perception of gender disparity in academia.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;While successfully addressing the research questions, this study has limitations. One limitation was that this study had a relatively small sample size of participants who identified as women, which limited the focus of this research. Another limitation was that interview and focus group participants did not mention working with mentors who fall outside the traditional binary of male and female. Finally, limitations can occur in qualitative research as there is potential bias in the data analysis process. However, member-checking and codebook verification were utilized to minimize this constraint.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;There are practical implications from the research for mentoring practices in academia. Since the results indicated benefits to women, institutions could prioritize mentoring programs, especially pairing same-gender mentors and mentees. This helps new employees navigate academia. Mentoring fosters interpersonal connectivity, improving academic culture. By supporting mentoring relationships and professional friendships, leaders positively impact dynamics within institutions. Gender disparities and systemic ","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"98 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The long-term implications of an after-school STEM mentoring program: the perspectives of former STEM undergraduate student mentors","authors":"Pamela Martínez Oquendo","doi":"10.1108/ijmce-10-2023-0097","DOIUrl":"https://doi.org/10.1108/ijmce-10-2023-0097","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The purpose of this study was to make sense of the individual perspectives of former undergraduate student mentors from science, technology, engineering, and mathematics (STEM) fields who took part in an after-school STEM mentoring program. The study examined the following research questions: (1) How do former undergraduate student STEM mentors interpret and give meaning to their after-school STEM mentoring experiences? (2) In what way can an after-school STEM mentoring experience lead to a deeper understanding of the long-term implications of a STEM mentorship program?&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;The sample comprised 21 former undergraduate STEM mentors. The study was guided by the methods of content analysis and repertory grid (RepGrid), with data collected via highly structured interviews. Eight elements were pre-selected for the RepGrid to elicit constructs from participants. These include (1) mentoring, (2) teaching, (3) research, (4) career, (5) workforce, (6) Nebraska STEM for you (NE STEM 4U), (7) networking, and (8) communication. The researcher employed content analysis for cross-case analysis and used interpretative clustering to analyze nuanced similarities and differences among participants. Personal construct theory was used to understand how former STEM mentors made sense of their experiences.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The results highlight the diversity of viewpoints among participants, as well as their connections to various career paths, communication strategies, and mentorship styles. These insights contribute to a deeper understanding of how STEM mentorship experiences can be tailored to the experiences of mentees. The study stresses the significance of clear communication in STEM and advises professionals to avoid excessive technical jargon to convey complex ideas. Overall, the study provides valuable insights into the motivations, perspectives, and benefits of former undergraduate mentors. Ultimately, recognizing how these factors impact STEM mentoring programs is vital for the long-term success and advancement of the STEM pipeline.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;The study has several limitations, including the inclusion of participants lacking knowledge or experience with the eight elements used in the RepGrids. While participants had completed a bachelor’s degree in a STEM field, not all had pursued advanced schooling or careers that required knowledge or implementation of research.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;Findings underscore the importance of acknowledging the diverse career paths within STEM fields to understand participants’ perspectives toward mentorship. Considering the incorporation of STEM mentorship within regular school hours and making it a graduation prerequisite could enhance student participation and advancement. Integrating STEM outreach progr","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"15 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of teachers’ direct and emotional mentoring in shaping undergraduates’ research aspirations: a social cognitive career theory perspective","authors":"Haojun Li, Jun Xu, Yuying Luo, Chengliang Wang","doi":"10.1108/ijmce-07-2023-0064","DOIUrl":"https://doi.org/10.1108/ijmce-07-2023-0064","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study investigated the influence of teachers on undergraduate students’ development of research aspirations and the mechanisms behind this process.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Employing social cognitive career theory, the study gathered data from 232 undergraduates, developed a structural equation model via the maximum likelihood method and executed empirical testing.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings reveal that neither direct nor emotional mentoring independently satisfies students’ needs for self-efficacy and aspiration in research nor significantly influences research interest. Specifically, the study demonstrates that (1) research self-efficacy, outcome expectations and research interest significantly shape research aspirations; (2) an overemphasis on direct mentoring might impede research aspiration development and (3) a focus on emotional mentoring, while overlooking direct mentoring, could result in diminished research self-efficacy.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research pioneers a comprehensive analysis of the role of teachers in shaping undergraduate research aspirations through the lens of social cognitive career theory. It underscores the critical need to both balance mentoring approaches and foster intrinsic research motivation.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"24 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Am I in charge? An examination of mentor perception of power from the Indian context with a global perspective","authors":"Anuradha Thittai Kumar, Òscar Prieto-Flores","doi":"10.1108/ijmce-12-2023-0116","DOIUrl":"https://doi.org/10.1108/ijmce-12-2023-0116","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study was to examine the experiences of college-age mentors in a school-based mentoring (SBM) program with the aim of understanding mentor perceptions of “power.”</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Seventeen mentors, comprising both undergraduate (9) and graduate (8) students, participated in this exploratory qualitative study. One-on-one semi-structured interviews and Focus Groups served as the primary methods of data collection. The modified Grounded Theory approach guided the data analysis process. Mentor narratives were scrutinized within the Indian context while also considering a global perspective.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Three major role execution styles emerged from examining mentor behavior: leadership, coaching and companionship. These charted the trajectory of equitability, revealing two major aspects of mentor perception: (1) within a tightly monitored and firmly structured program in a collectivist context, mentors believed they had the power to promote equitability in their dyads and (2) raising awareness about inequity is not sufficient to activate equitability, but additionally, an open mindset is essential for making conscious efforts to disrupt hierarchy.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings hold significant implications for higher education institutions and program creators in advocating school–college partnerships using SBM to promote equitable program structures and to develop a socially responsible next generation of leaders.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study modestly fills critical gaps in the literature related to the understanding of power dynamics in mentoring relationships and understanding mentorship from mentors’ views. Future research could explore how college-age mentors perceive their own social capital.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"107 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I am because we are”: novice teacher mentoring support needs from an Ubuntu perspective","authors":"Christy Jean Kotze","doi":"10.1108/ijmce-02-2024-0011","DOIUrl":"https://doi.org/10.1108/ijmce-02-2024-0011","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Scholars have been sounding the alarm of novice teacher turnover crises for decades. South Africa is soon to be facing an educational catastrophe because of a shortage of experienced teachers. Globally and in South Africa, novice teacher attrition is high, and teachers entering the classroom often described feeling isolated and unsupported.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This qualitative study was underpinned by an interpretative phenomenology approach. The author reviewed the literature and newly emerged findings of novice teacher mentoring support needs through the theoretical lens of the Ubuntu philosophy “I am because we are” which emphasises the importance of interconnectedness and community. Using semi-structured interviews, this study aimed to explore novice teacher mentoring needs from an Ubuntu perspective.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Novice teachers report feeling overwhelmed with the complexities of teaching in their early careers and express the desire to be formally mentored by a knowledgeable “elder” teacher. This paper argues that a competent mentor who values Ubuntu in their mentoring could offer collaboration, respect, compassion and support to novices that may keep them in the profession. This paper further explores the potential benefit of a prescribed Ubuntu-orientated mentoring programme to formalise mentoring for novices. In addition, it explores the school micro-community from the Ubuntu principles to support novices.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>While there is a plethora of studies about mentoring novice teachers, literature from an Africanised Ubuntu perspective is scarce. Perhaps the time has come to find African solutions to our African problems.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"6 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving the operational (transformation) management process of postgraduate mentoring","authors":"Claudia M. Bordogna","doi":"10.1108/ijmce-10-2023-0098","DOIUrl":"https://doi.org/10.1108/ijmce-10-2023-0098","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Universities in the United Kingdom, like their counterparts globally, are confronting difficulties associated with the well-being of students. The origins of these challenges are complex, exacerbated by various global events. In response, universities are trying to address these growing concerns and the escalating need for student support. Faculty members are often recruited to assist students in navigating academic and personal challenges. The aim of this study was to investigate how the process of student mentoring, by faculty members, could be made more operationally robust to better support student demand, thus yielding greater value for both students and staff.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A qualitative approach was adopted with 19 academic faculty working as mentors within a UK business school who participated in 90-minute semi-structured interviews. Interviews were analysed using an operational (transformation) management framework, with findings categorised under three key headings – inputs, transformations and outputs – to discover how the operational process of mentoring students could be enhanced.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Participants discussed the inputs required to deliver mentoring, the process of transformation and their desired outputs. Findings suggest coordinated and relevant inputs that is, information, environments and technology, coupled with good mentor selection and recruitment improves operational robustness, adding greater value to the student experience by creating more purposeful outputs, thereby benefiting themselves and their students.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The application of an operational (transformation) process framework to analyse faculty mentoring of students is unique, thereby offering new insights into the construction and management of these types of academic support initiatives.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"21 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142212645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intercultural mentoring: enhancing cultural competence through intergroup contact and experiential learning","authors":"Bolanle Oyindamola Adebayo, Hannah M. Sunderman","doi":"10.1108/ijmce-08-2023-0081","DOIUrl":"https://doi.org/10.1108/ijmce-08-2023-0081","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"51 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovative approaches to mentoring: preservice teachers’ perceptions of peer mentoring based on a decision simulator","authors":"Eli Lejonberg, Katrine Nesje, Eyvind Elstad, Knut-Andreas Abben Christophersen","doi":"10.1108/ijmce-03-2023-0028","DOIUrl":"https://doi.org/10.1108/ijmce-03-2023-0028","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Informed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"44 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141577671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional insights for the successful implementation of peer-mentoring programs for undergraduate teacher candidates","authors":"Clayton Smith, Geri Salinitri, Kendra Hart","doi":"10.1108/ijmce-08-2023-0080","DOIUrl":"https://doi.org/10.1108/ijmce-08-2023-0080","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This study provides insight into the nature of peer-mentoring opportunities for teacher candidates, including common challenges and benefits that can be used to inform best practices for implementing peer-mentoring programs by higher education institutions.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;Qualitative interviews were conducted to glean insights from program coordinators and researchers regarding programs at higher education institutions in Canada, Australia, and Vietnam.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;Common challenges and benefits of peer mentoring for teacher candidate mentors and mentees are identified. The importance of embedding reflective practice in programs is discussed, highlighting strategies for improving reflection and engagement.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This exploratory study has limitations. Due to the small sample size, thematic saturation may not have been reached. There is a lack of prior research on the topic of peer mentoring in an undergraduate, pre-service education context. These factors indicate room for further exploration on this topic. This study reveals areas for further research. Research on best practices for the implementation of peer mentoring experiences for teacher candidates should be continued with larger sample sizes, and mixed methodologies. Differences in best practices in online and in-person peer mentoring programs for teacher candidates could be investigated. The value of mentoring as a reflective tool for professional growth should be further explored. The adequacy of structured and reflective peer mentoring as an adjunct or substitute for traditional mentoring by staff advisors may be of interest to provide more professional growth opportunities to teacher candidates at earlier stages and lower costs for institutions.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;To overcome common challenges associated with low engagement from mentees, both the mentor and mentee positions should be framed as active roles in a partnership essential for professional growth. Ideally, facilitators should designate time within the curriculum, such as course or lab time, in which mentors and mentees can meet. To increase mutual engagement, preservice education programs should make both roles mandatory, or offer each role as a credit course with academic incentives for assignments that demonstrate quality self-reflection and engagement.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;Rather than viewing themselves as passive recipients of mentoring services, mentees can take ownership through engaging in valued mentee responsibilities, such as identifying needs, and communicating proactively. How mentee and mentor roles are perceived, and enacted, may be influenced by whether programs are presented as supports by mentors for mentees, or reciprocal professional partnerships","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"68 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}