The mentoring relationship

Abstract

and Utah). The authors of each manuscript present unique research focused on mentorship with principals, doctoral and undergraduate students, K-12 students, professional scientists, and novice teachers. In this editorial, we focus on the benefits and characteristics of successful mentoring relationships. Mentorship can be an invaluable component of training programs as mentorship allows students and new professionals the space to grow both personally and professionally. The mentoring relationship is at the core of a successful mentoring experience. This relationship helps cultivate more effective communication skills, movement toward application of theoretical concepts and knowledge, healthy relationships with peers, critical thinking skills, self-sufficiency, and a deep understanding of professional identity and role (Ngara & Ngwarai, 2012; Taylor & Neimeyer, 2009; Vespia, 2006). A successful mentor is someone who is (a) available to the mentee for guidance and advice, (b) consistent, (c) consistent in his or her feedback, (d) professional both within and outside the mentoring relationship, and (e) resourceful and reliable (Price, 2004). In 2002, Dedrick and Watson explored the current body of mentoring literature through the use of content analysis. In their examination of the research at that time, Dedrick and Watson, found that many researchers in the mentoring field spent a significant amount of time on issues related to mentoring, how to conduct and develop a mentoring relationship, and access and barriers to mentoring (2002). Since the Dedrick and Watson study was published there has been an increase in the number of publications where researchers have moved their focus to more specifically address strategies and information related to successful mentoring relationships between students and their respective mentors. The articles within this issue of Mentoring & Tutoring: Partnership in Learning continue this trend by exploring the dynamic relationship between mentors and mentees. In their article, Designing an E-mentoring Program for Novice Teachers in Turkey and Investigating Online Interactions and Program Outcomes, Alemadag and Erdem developed an innovative e-mentoring program for new teachers and their mentors. The authors sought to explore the different types and depth of interactions along with identified mentoring benefits from both the mentor and mentee perspective. Alemadag and Erdem's findings suggest that mentors engaged in e-mentoring relationships dedicate a significant amount of time and energy to their online interactions with their mentees as a means to provide support, guidance, and solutions for mentee concerns. Additionally, perceived satisfaction of e-mentoring was increased when the goals and expectations of the relationship were clarified from the beginning. The authors identify a number of suggestions that can help increase the satisfaction of e-mentoring relationships.

21st International Symposium on Aviation Psychology

“…As informal mentoring can be as helpful as formal mentoring for students and incoming colleagues (Irby et al, 2020: Janssen et al, 2020, so can the idea of informal roads to translational research for the human factors community. More formal methods and guidance on how to move our human factors and aviation psychology research into practice should prove to be useful, but in the meantime every effort to share our findings where they may best take root in a timely manner should be considered.…”

“…Typical behaviors and processes used in mentoring such as taking time to hear the mentee (protégé), modeling good values and ethics, showing how to do things by example, and sharing tacit knowledge (Budd, 2007; were his standard operating procedures. Mentoring research often focuses on the dynamics of the relationship between the mentor and mentee in a particular context (Budd, 2007;Janssen et al, 2016), temporal influences, culture, and developmental mechanisms (Irby et al, 2020;Janssen et al, 2016). But, there is only brief mention of how to do informal mentoring as demonstrated expertly by Dr. Dismukes whether at his office at NASA or at the Williams Soaring Center where he was known to be able to share his expertise with the pilots in a way that made sense to them.…”

Percepciones de los formadores sobre el acompañamiento pedagógico

“…Asimismo, se han observado sus beneficios para el desarrollo vocacional, calificación y promoción del profesorado (Marcelo y López, 2020). Finalmente, desarrolla profesionalmente a los mentores y fortalece su formación pedagógica (Gilles y Wilson, 2004;Irby et al, 2017;Kwan y López-Real, 2005).…”

“…Por lo tanto, es necesario articular la participación de los acompañantes en programas de formación de formadores con la reflexión sobre su práctica del acompañamiento para que construyan una concepción constructivista del acompañamiento. De forma complementaria, la misma práctica de acompañamiento podría fortalecer estas construcciones, pues hay evidencia de que esta permite a los acompañantes desarrollarse profesionalmente y fortalecer su formación (Gilles y Wilson, 2004;Irby et al, 2017;Kwan López-Real, 2005;Oplatka y Lapidot, 2017;Strapp et al, 2014;Walters et al, 2020).…”