有效的辅导员培训、教育和发展:定性多层次元综述

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Bronwen Maxwell, Kinga Káplár-Kodácsy, Andrew J. Hobson, Eleanor Hotham
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引用次数: 0

摘要

目的 本文综述了有关有效辅导员培训、教育和发展(MTED)的国际研究。设计/方法/途径采用适应性理论方法(Layder,1998 年),结合演绎法和归纳法,对以下三项研究中产生的专题研究结果进行定性元综合:对 2010 年 1 月至 2020 年 7 月期间发表的文献进行系统综述,并对包括 MTED 证据在内的研究进行二次分析;随后对 2020 年 8 月至 2023 年 5 月期间发表的文献进行系统综述,以及对具有良好影响证据的大规模 MTED 项目负责人的访谈进行总体归纳分析(Thomas,2006 年)。研究结果我们的元综合研究发现,有效的 MTED 是以证据为基础的,通过持续的研究加以改进,根据个人需求和具体情况量身定制,并包括持续的支持。有效的 MTED 教学方法以成人学习原则为基础,建立了一种促进开放和信任关系的学习氛围。有效的 MTED 是由所信奉的指导模式或方法形成的,特别强调理解、建立和维持指导关系,并纳入对指导的观察、实践、批判性反思和接收反馈。原创性/价值本研究的原创性和重大贡献在于确定了与 MTED 课程的整体设计以及具体内容、教学方法和辅助资源有关的关键原则,这些原则已证明对指导者、被指导者、指导和/或组织产生了积极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effective mentor training, education and development: a qualitative multilevel meta-synthesis

Purpose

This paper synthesises international research on effective mentor training, education and development (MTED).

Design/methodology/approach

An adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review of literature published between January 2010 and July 2020, together with a secondary analysis of studies including evidence on MTED; a subsequent systematic review of literature published between August 2020 and May 2023 and a general inductive analysis (Thomas, 2006) of interviews of leaders of large-scale MTED programmes that had good evidence of impact.

Findings

Our meta-synthesis found that effective MTED is evidence-based, refined through ongoing research, tailored both to individual needs and context and includes sustained support. Effective pedagogical approaches in MTED are underpinned by adult learning principles and establish a learning climate that fosters open and trusting relationships. Effective MTED is shaped by the espoused mentoring model or approach, with particular emphasis on understanding, building and sustaining mentoring relationships and incorporating observing, practising, critically reflecting on and receiving feedback on mentoring.

Practical implications

The study will be helpful to practitioners designing, reviewing and evaluating MTED programmes, researchers seeking to enhance the sparse MTED evidence base and programme commissioners.

Originality/value

The original and significant contribution of this study is the identification of key principles relating to the overall design of – as well as specific content, pedagogical approaches and supporting resources within – MTED programmes that have evidenced positive effects on mentors, mentees, mentoring and/or organisations.

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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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