Constructivism and Mentoring

Shapiro, Arthur

doi:10.1002/9781119142973.ch5

Cited by 5 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second critique is that the epistemological foundation of social constructivism is based on the assertion that knowledge is relative to social groups (Van Bergen & Parsell, 2019) and therefore cannot be generalised. However, social constructivism serves as an interpretive approach to understanding social phenomena, and it is also underpinned by sociological and historical study of social inquiry including how knowledge is created in the social world (Fischer, 2019;Shapiro, 2020) through interaction, experiences and reflection (O'Connor, 2022).…”

Section: A Social Constructivist Approachmentioning

confidence: 99%

Relationality and student engagement in higher education: Towards enhanced students’ learning experiences

Owusu-Agyeman,

Moroeroe

2023

IJEE

View full text Add to dashboard Cite

This study examines how student engagement and social relationships between teachers and students may enhance the learning experiences of students in a South African university. Two separate sets of semi-structured interviews were held with 27 university teachers and 51 students respectively. The findings revealed that that the relationships between the behavioural and cognitive dimensions of student engagement and social relationships between teachers and students are motivated by good relational communication; relational pedagogy; good inter-relational culture; teacher relational competences (cognitive, behavioural and inter-cultural); and teacher demonstration of care. The current study adds to the literature on relational pedagogy and student engagement by highlighting the importance of inter-relational culture and teacher relational competences to the behavioural and cognitive development of university students. Moreover, when students and particularly, first generation students, students from low socio-economic backgrounds and students from rural communities develop good relationships with their teachers, they are set to have positive learning experiences. Keywords: Student engagement, learning experiences, social relationships, inter-relational culture, teacher competences

show abstract

Section: A Social Constructivist Approachmentioning

confidence: 99%

Relationality and student engagement in higher education: Towards enhanced students’ learning experiences

Owusu-Agyeman,

Moroeroe

2023

IJEE

View full text Add to dashboard Cite

show abstract

“…The background and experience of graduate students, as noted, will color how they view mentoring relationships. Shapiro (2020), for instance, identifies connections between mentoring and constructivism. The author connects the various stages of mentoring relationships to each type of constructivism, including coaching and mentoring, as well as mentoring styles and roles.…”

Section: Paradigms Of Mentorshipmentioning

confidence: 99%

“…The comparison highlights the extent to which constructivist thinking is ingrained in mentoring theories. Through the study, Shapiro (2020) relates the manner in which personality instruments may be used to match mentors and mentees for more effective outcomes. On the other hand, Brondyk (2020) approached mentoring with the theory of loose coupling.…”

Section: Paradigms Of Mentorshipmentioning

confidence: 99%

Bridge Building in Higher Education: Multi-Modal Mentoring Programs to Support Retention & Career Preparedness

Hutson¹,

Nasser²,

Marzano³

et al. 2022

View full text Add to dashboard Cite

Despite the limitations on time for career preparedness and shrinking professional development budgets, mentoring remains as important as ever due to the interconnectedness in a global society and the changing demographics of postsecondary education students. The traditional-age population in college that lives on campus and does not work has been declining for over three decades. The majorities of current students that are now non-traditional, and work at least part-time are first-generation, and are pursuing degrees via distance or online learning. The importance of providing a diverse mentoring strategy for this new population is borne out in research in order to improve retention, persistence, and completion rates, as well as future professional success. As such, this study sheds light on the need to develop a multi-modal mentoring program to support different student populations through a flexible combination of faculty-student, student-student, alumni-student, and supervisor-student mentoring programs applied in different contexts and modalities. While results indicate that overall faculty-initiated mentoring is preferred by both populations and the most impactful method for mentoring is face-to-face with a faculty member with non-academic experience in the field of their discipline, other approaches are more effective for populations, such as first-generation, minority, and online and graduate students.

show abstract

Memory and relationships: A look into teachers' recollection of supervisory feedback

Clark‐Gareca,

Warkentin

2024

TESOL Journal

View full text Add to dashboard Cite

In public schools in the United States, the work of an ESOL student teacher is characterized by relationships with multiple mentors, including a university supervisor. Through retrospective narrative accounts, this study examines what currently practicing teachers of multilingual learners retained of their supervisors' feedback from their student teaching days, and what nuggets of supervisory wisdom continue to resonate with them throughout their teaching careers. The researchers developed this qualitative study using a social constructivist lens informed by Carless and Winstone's (2023) feedback literacy dimensions. Interviews were conducted with eight current teachers to probe their recollections of supervision and integration of supervisory feedback into their practice. Findings suggest that the participants recalled a sprinkling of memories and continued to draw on a few pieces of supervisory advice in their current practice. Supervisors and student teachers demonstrated design, relational, and pragmatic dimensions of feedback literacy, though the relational (i.e., the quality of the relationship between supervisor and student teacher) was the most enduring, even if the specifics of the supervisory feedback faded. Implications suggest that teacher education programs can hone the purpose, mission, and methods of supervision by targeting the dimensions of feedback literacy to make supervisory feedback more constructive and impactful.

show abstract

Constructivism and Mentoring

Cited by 5 publications

References 10 publications

Relationality and student engagement in higher education: Towards enhanced students’ learning experiences

Relationality and student engagement in higher education: Towards enhanced students’ learning experiences

Bridge Building in Higher Education: Multi-Modal Mentoring Programs to Support Retention & Career Preparedness

Memory and relationships: A look into teachers' recollection of supervisory feedback

Contact Info

Product

Resources

About

Constructivism and Mentoring

Cited by 5 publications

References 10 publications

Relationality and student engagement in higher education: Towards enhanced students’ learning experiences

Relationality and student engagement in higher education: Towards enhanced students’ learning experiences

Bridge Building in Higher Education: Multi-Modal Mentoring Programs to Support Retention &amp; Career Preparedness

Memory and relationships: A look into teachers' recollection of supervisory feedback

Contact Info

Product

Resources

About

Bridge Building in Higher Education: Multi-Modal Mentoring Programs to Support Retention & Career Preparedness