学生在挪威成人难民南丁格尔辅导计划中担任辅导员的学习成果

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Anne Margrethe Glømmen, Beate Brevik Sæthern, Rikard Eriksson
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引用次数: 0

摘要

本研究采用行动研究方法,将理论与实践相结合,探索新的学习方法,并发展教育实践领域。研究结果表明,指导改变了指导者的观点,使他们对其他文化有了更好的理解、更大的灵活性和更多的认同。指导似乎扩大了指导者对价值观、愿望和资源的探索,包括意识到我们的价值观、愿望和需求更多的是相似而非不同。这项研究表明,通过与不同文化背景的人定期会面,指导对学生跨文化能力和文化敏感性的发展产生了影响。指导似乎揭示了潜在的偏见,改变了人们的观点,使人们更好地理解其他文化,从而提高了对其他文化的接受程度。原创性/价值对类似研究的搜索表明,缺乏对指导者从担任指导者中获得的学习成果进行可操作化和具体化的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students' learning outcomes from being a mentor in the Nightingale Mentoring Programme for Adult Refugees in Norway
PurposeThis study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.Design/methodology/approachThis study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns or themes that emerged from the data.FindingsThe results showed that mentoring changed the mentors' perspectives towards improved understanding, more flexibility and approval of other cultures. It seems that mentoring expanded the mentors' search for values, wishes and resources, including an awareness that our values, wishes and needs are more similar than different. Mentoring also seems to have improved the ability to reformulate, be flexible, strive to optimise user engagement and engage with people as they are, based on their own prerequisites.Research limitations/implicationsThe low number of participants means the results cannot be generalised, and voluntary participation may have led to more motivated involvement and positive results.Practical implicationsThis study shows that mentoring has had an impact on students' development of intercultural competence and cultural sensitivity through regular meetings with individuals from a different cultural background. Mentoring seems to have revealed insights into underlying prejudices and changed perspectives towards better understanding, thus increased acceptance of other cultures.Originality/valueSearch for similar studies shows a lack of research that operationalises and specifies the learning outcomes that mentors gain from being a mentor.
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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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