Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education

Orland‐Barak, Lily

doi:10.1016/j.tate.2014.07.011

Cited by 91 publications

(63 citation statements)

References 43 publications

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“…This expertise transforms the teacher into a role model of a scientist in the eyes of the students. The teacher helps the students pass easily between the theoretical and applied domains (Orland-Barak, 2015). The combination of roles improves the quality of nursing education by enabling the presence of a credible and competent staff of teachers, a combination of theory and practice, and curricula that are relevant from a clinical point of view.…”

Section: 2 Corresponding Author: Rachel Sharabani Selection and Peermentioning

confidence: 99%

Joint Appointments In Nursing – A Necessity Or A Hindrance?

Cojocaru¹,

Sharabani²

2018

The European Proceedings of Social and Behavioural Sciences

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The question of whether nursing teachers should combine teaching in the classroom with work in the clinical field1 is the focus of much discussion. There are arguments in favour and against the efficacy of combining teaching and working in the clinical field during the training period of future nurses. The transition to academic teaching of nursing in colleges and universities has created a gap between the theory studied in the classroom and the reality practiced in the field. This fact is commonly documented in the professional literature. In order to help bridge this gap, several models aim to preserve the clinical competence and nursing skills of nursing teachers (Fisher, 2005). In this paper, I will present a survey examining the attitudes of nursing teachers whose main job is at a nursing school and of nurses who combine teaching at a nursing school with work in the clinical field as staff nurses. Participants in the survey also included a third group of students in an academics' retraining track. The goal of the survey was to examine attitudes of those involved in nursing and in nursing education towards the issue of clinical reliability of nursing teachers and its preservation and enhancement. The conclusions represent the personal attitudes of the participants and can serve as a possible model for adoption by the nursing leadership on a national level.1 The clinical field is any place where the nurse is employed: a hospital ward, community clinic, dialysis institute, or any other nursing care workplace.

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Section: 2 Corresponding Author: Rachel Sharabani Selection and Peermentioning

confidence: 99%

Joint Appointments In Nursing – A Necessity Or A Hindrance?

Cojocaru¹,

Sharabani²

2018

The European Proceedings of Social and Behavioural Sciences

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“…La mentoría es un proceso de acompañamiento que desarrolla un docente experimentado y con formación específica, en colaboración con uno o varios docentes principiantes (ORLAND-BARAK, 2006). La actividad del mentor alcanza su sentido en el trabajo directo en el aula junto con el docente principiante, planificando, observando, demostrando, analizando, reflexionando sobre la enseñanza (ORLAND-BARAK, 2014).…”

Section: La Figura Del Mentorunclassified

Políticas y programas de inducción en la docencia en Latinoamérica

Marcelo

Vaillant

2017

Cad. Pesqui.

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“…There remains much work to be done, however, in establishing rigorous and sustainable programs and practices in this domain, as well as systematic research in the field (Cochran-Smith & Zeichner, 2005;Orland-Barak, 2014;Orland-Barak & Hasin, 2010). While building productive relationships is at the core of teacher education, the role of the school-based mentor, as indicated above, is often ambiguous and high in tension, particularly when trying to find a balance between mentoring and assessing a pre-service teacher (Ambrosetti & Dekkers, 2010;Hudson & Hudson, 2010;Hudson & Millwater, 2008;Johnston, 2010;Laker, Laker, & Lea, 2008;Sim, 2011).…”

Section: The Way Forwardmentioning

confidence: 99%