Mutual Mentoring: Designing and Teaching a Linked University/Secondary School Course on Literacy

Landay, Eileen

doi:10.2307/821431

“…It is suggested that there is not always the natural power hierarchy of the mentor over the protégé. 'Mutuality', as expressed by Landay (1998) and Stanulis and Russell (2000), adds to the above schema of the mentoring relationship, since they embrace the idea of each one (mentor and student teacher), bringing their own expertise to the relationship. Thus teaching and learning from one another.…”

Section: Discussionmentioning

confidence: 95%

The diverse facets of power in early childhood mentor–student teacher relationships

Loizou

¹

2011

European Journal of Teacher Education

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The aim of this study was to describe the diverse experiences of early childhood student teachers and mentors during the teaching practicum over the period of one semester, and trace power aspects within the relationship of 20 dyads. Data collection included repeated entries within a reflective journal, following specific guiding questions. The data were analysed using patterns of common reference to relationship issues. Findings of the study identified trends of power which present a powerful mentor and an empowered student teacher in relation to practicum issues. Both parties exhibited powerful behaviour in different situations, suggesting that a healthy professional relationship allows for parallel contribution. Thus, when considering teaching practicum for student teachers and programmes for mentors, an elaborated discussion on the diverse facets of power should take place.

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“…These relationships are more commonly known as mentor-protégé relationships, sponsor-protégé relationships, and developmental relationships (Clawson, 1980;Kram, 1985). Landay (1998) argues that mentoring exists only in the context of a collaborative relationship based on a partnership in which neither party holds a position of power over the other. Further, Stone (2004) suggests that mentoring is not always led by a formal mentor in peer and team mentoring situations.…”

Section: Formal and Informal Mentoringmentioning

confidence: 99%

Mentoring for Leadership in Pacific Education

Chu¹

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<p>Leadership development for Pacific people is an area of attention in tertiary education in Aotearoa/New Zealand. By strengthening leadership development in tertiary education institutions, Pacific peoples' educational success can be enhanced. As a strategy, mentoring is deemed to be a way of successfully facilitating Pacific students' leadership development. Hence, this study explored mentoring for leadership of Pacific students at Victoria University of Wellington. Such a purpose ensured that mentoring experiences are explained adequately. Employing an Appreciative Inquiry (AI) research approach, the study involved four case studies - Manaaki Pihipihinga, the Hawaii group, the Pacific Students' Education Leadership Cluster and One-to-One Mentoring Relationships - of mentoring. The case studies formed the basis for rigorous reflections of the researchers' own and the mentoring stories of proteges. Using the AI's four phases of Discovery, Dream, Design and Destiny, enabling factors and key principles about mentoring were drawn out from the cases. The study offers and Appreciative Mentoring (AM) Framework, based on an adaptation of the 4- Ds of AI. The AM Framework comprises of Recognise, Realise, Guide and Grow phases of mentoring, focusing on the development and growth of the relationship between mentor and proteges. The study offers clarified definitions and explanations of mentoring. As well, the study advocated for the use of AM to establish personal growth and leadership maturity in Pacific students.</p>

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“…These relationships are more commonly known as mentor-protégé relationships, sponsor-protégé relationships, and developmental relationships (Clawson, 1980;Kram, 1985). Landay (1998) argues that mentoring exists only in the context of a collaborative relationship based on a partnership in which neither party holds a position of power over the other. Further, Stone (2004) suggests that mentoring is not always led by a formal mentor in peer and team mentoring situations.…”

Section: Formal and Informal Mentoringmentioning

confidence: 99%

Mentoring for Leadership in Pacific Education

Chu¹

0

View full text Add to dashboard Cite

<p>Leadership development for Pacific people is an area of attention in tertiary education in Aotearoa/New Zealand. By strengthening leadership development in tertiary education institutions, Pacific peoples' educational success can be enhanced. As a strategy, mentoring is deemed to be a way of successfully facilitating Pacific students' leadership development. Hence, this study explored mentoring for leadership of Pacific students at Victoria University of Wellington. Such a purpose ensured that mentoring experiences are explained adequately. Employing an Appreciative Inquiry (AI) research approach, the study involved four case studies - Manaaki Pihipihinga, the Hawaii group, the Pacific Students' Education Leadership Cluster and One-to-One Mentoring Relationships - of mentoring. The case studies formed the basis for rigorous reflections of the researchers' own and the mentoring stories of proteges. Using the AI's four phases of Discovery, Dream, Design and Destiny, enabling factors and key principles about mentoring were drawn out from the cases. The study offers and Appreciative Mentoring (AM) Framework, based on an adaptation of the 4- Ds of AI. The AM Framework comprises of Recognise, Realise, Guide and Grow phases of mentoring, focusing on the development and growth of the relationship between mentor and proteges. The study offers clarified definitions and explanations of mentoring. As well, the study advocated for the use of AM to establish personal growth and leadership maturity in Pacific students.</p>

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Mutual Mentoring: Designing and Teaching a Linked University/Secondary School Course on Literacy

Cited by 6 publications

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The diverse facets of power in early childhood mentor–student teacher relationships

The diverse facets of power in early childhood mentor–student teacher relationships

Mentoring for Leadership in Pacific Education

Mentoring for Leadership in Pacific Education

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