Structured mentoring: Principles for effective mentoring

Hairon, Salleh; Loh, Soon How; Lim, Soh Peng; Govindani, Simmi Naresh; Tan, Jessie Kwee Tin; Tay, Edna Chee Joo

doi:10.1007/s10671-019-09251-8

Cited by 15 publications

(10 citation statements)

References 38 publications

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“…Although many factors were mentioned for the quality of mentoring, it was emphasized that the mentor-mentee relationship was the most crucial element in this process. Constructive and non-judgmental interactions between the mentor and the mentee are crucial for developing a safe and collegial environment that enables the active participation and reflection of school administrators as mentees [85]. Another significant factor in the quality of this relationship is mutual trust, because it is necessary to enable a mutual flow of ideas and discussions [73,85].…”

Section: Discussionmentioning

confidence: 99%

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A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

et al. 2023

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Mentoring for the professional development of school administrators has become widely acknowledged as an essential means of providing psychosocial and career support, particularly for novice administrators. Due to its strong potential to support the sustainability of schools by enabling successful administration, much research has been conducted on mentoring for the professional development of schools and an extensive knowledge base has been accumulated. The current study aims to evaluate this knowledge base holistically, to reveal the intellectual structure and evolution of this research field. With this purpose, the study conducted a combined bibliometric and science mapping analysis of 121 articles selected from the Scopus database using SciMAT software. The period-based science mapping analysis results showed that research initially focused on professional development and networking functions and later focused on developing school administrators’ leadership skills through mentoring. During the last five years, the most prominent themes were enhancing the quality of mentoring and supporting school administrators’ capacity to enable social justice. The results suggest several implications for the sustainability of mentoring programs to improve school administrators’ professional capabilities and leadership skills, which would eventually help sustain a high level of school innovation and success.

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Section: Discussionmentioning

confidence: 99%

“…This perspective in school leadership is now considered crucial to meeting modern schools' complex demands and enabling sustainability. Similarly, sustainable and quality mentoring programs built upon the mutual exchange of ideas are believed to be conducive to establishing this distributed cognition in schools [85].…”

Section: Discussionmentioning

confidence: 99%

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

et al. 2023

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“…In the current study, the participants highlighted learning to teach students with ID, effective accessible design, and skillful application aspects under the "informational" factor. Extensive literature exists on the role of mentoring in teacher education and for learning to teach (e.g., Ambrosetti et al, 2013;Campbell & Brummett 2007;Feiman-Nemser, 2001;Hairon et al, 2019;Wang & Odell, 2002). However, learning effective accessible design and skillful application were seen as specific to the current study due to the requirement of developing a project within a mentoring process.…”

Section: Discussionmentioning

confidence: 92%

Examining the Mentoring Process in Collaborative Project-based Learning of Preservice Instructional Technology Teachers

Arslantaş¹,

Kocaöz²

2021

ERJournal

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The main purpose of this study was to investigate how special education knowledge and practice can be expanded through mentoring activities. In this respect, an interdisciplinary one-to-many mentorship study with Collaborative Project-based Learning (CPBL) was conducted. The mentors were Special Education faculty members who guided preservice teachers from the Instructional Technology department. During this guiding process, the preservice teachers developed animations for teaching daily life skills to students with intellectual disability (ID). The study followed a mixed-methods sequential explanatory design. This current study showed that mentoring with CPBL can be effective in equipping both mentors and mentees with a variety of skills. Specifically, mentoring can be an effective process for preservice teachers to construct context-specific knowledge in educating students with special needs. The study’s quantitative findings showed that the mentors were successful during the mentoring process.

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“…Professional development of inservice teachers is necessary considering the requirements of special education (SE). In this regard, mentoring has been attributed to being an effective means for inservice teachers to gain the necessary skills for conducting effective education (Hairon et al, 2019;Hobson, Ashby, Malderez, & Tomlinson, 2009;Ingersoll & Strong, 2011;Mathur, Gehrke, & Kim, 2013;S´anchez-García, Marcos, GuanLin, & Escribano, 2013), which also includes the practices of inclusive education (Falvey, Coots, Bishop, & Grenot-Scheyer, 1989;Hobbs & Westling, 2010;Rudiyati, 2014).According to the literature, mentoring practices in SE are found to be effective with teachers (Akçamete, Aslan, & Dinçer, 2010;Boyer & Lee, 2001;Heirdsfield, Walker, Walsh, & Wilss, 2008;Patton et al, 2005;White & Mason, 2006), students (Pleiss & Feldhusen, 1995), as well as for other stakeholders (Moon & Callahan, 2001;Ota & Austin, 2013). In a mentoring study conducted by Rudiyati (2014) with teachers of students with VI, it was shown that mentoring can be effective in increasing teachers" inclusive skills.…”

Section: Mentoringmentioning

confidence: 99%

Mentoring Inservice Teachers to Support their Inclusive Science Teaching Practices for Students with Visual Impairment

Yalçın

Arslantaş

2022

Int. J. of Cont. Edu. Res.

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Structured mentoring: Principles for effective mentoring

Cited by 15 publications

References 38 publications

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

Examining the Mentoring Process in Collaborative Project-based Learning of Preservice Instructional Technology Teachers

Mentoring Inservice Teachers to Support their Inclusive Science Teaching Practices for Students with Visual Impairment

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