Toward a More Effective Mentoring Model: An Innovative Program of Collaboration

Efron, Efrat Sara; Winter, Jeff; Bressman, Sherri

doi:10.1080/15244113.2012.734431

Cited by 11 publications

(8 citation statements)

References 46 publications

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“…As such, mentoring can bring personal benefits for ECTs, including stronger self-confidence, reduced stress, and increased motivation and learning (Allen and Eby, 2007; Lacey, 2000), as well as reciprocal benefits to mentors (Ghosh and Reio, 2013). Research has shown that the most effective mentors possess a deep knowledge base, experience, and expertise that is needed to guide the ECT in their professional growth (Efron et al , 2012).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…The conflation of mentoring support and evaluation roles has been termed “judgementoring,” which amongst other detrimental impacts has been found to impede mentees’ willingness to openly share their concerns with and seek support for their learning needs from mentors (Hobson and Malderez, 2013). To overcome this, mentors should clarify that their primary role is to assist and support professional growth with the ECT rather than evaluate their teaching or performance (Efron et al , 2012). Only when ECTs sense their mentors’ non-judgmental support and trust have been established do they feel sufficiently secure in revealing their concerns and challenges (Daresh, 2001).…”

Section: Review Of the Literaturementioning

confidence: 99%

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The impact of mentoring on the Canadian early career teachers’ well-being

Kutsyuruba

Godden

Bosica

2019

IJMCE

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Purpose The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being. Design/methodology/approach An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively analyzed 35 survey questions that pertained to mentorship and well-being of ECTs, using quantitative and qualitative procedures. Findings The findings revealed a strong correlation between the mentoring experiences and well-being of the participating Canadian ECTs. The teachers who did not receive mentorship indicated significantly lower feelings of well-being, and conversely, teachers who participated in some kind of mentorship demonstrated much higher levels of well-being. Research limitations/implications This paper draws on the selective analysis of the data from a larger study to elicit the connections between the mentoring support and perceived well-being. Due to inconsistencies in terminology and multifaceted offerings of induction and mentoring supports for ECTs across Canada, there might have been some ambiguity regarding the formal and informal mentorship supports. A longitudinal study that is designed to specifically examine the connection between the mentorship and well-being of ECTs could yield deeper understandings. A comparative study in different international contexts is commended. Practical implications The findings showed that the ECTs who did not receive any mentorship scored significantly lower feelings of well-being from external, structural, and internal well-being sources, and conversely, the ECTs who participated in some kind of mentorship scored much higher levels of feelings of well-being. Policy-makers should therefore continue to confidently include mentorship as an intentional strategy to support and help ECTs to flourish. However, inconsistent scoring between individuals and their levels of external, structural and internal well-being suggest that more research on the connection between mentoring and well-being of the ECTs. Social implications Work-life imbalance seems to be more challenging for ECTs than policymakers who provide these expectations are aware. Therefore, excessive work demands and intensive workloads need to be given proper attention for their potential negative effects (such as stress, burnout and absence) on the beginning teachers’ health and well-being. Likewise, purposeful strength-based approaches should be undertaken to establish generative and pro-social efforts to enhance the connectedness, collaboration, collegiality and resilience-building opportunities for novice professionals within flourishing learning communities. Originality/value In this paper, the authors have undertaken the first steps in exploring the impact that mentoring has on Canadian ECTs’ well-being. The study increases the understanding of how mentoring can be used as a purposeful strategy to support the well-being of ECTs and retain them in the teaching profession in Canada and potentially in different international contexts.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

The impact of mentoring on the Canadian early career teachers’ well-being

Kutsyuruba

Godden

Bosica

2019

IJMCE

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“…Change happens when there is a mutual trust between mentor and mentee. In addition, it is worthy to note that mentoring that builds on this trust by providing a type of formative assessment can allow the new faculty member to think deeply about their teaching with a way of continuous improvement (Efron, Winter & Bressman, 2013). By providing feedback between mentor and mentee, they can make decisions together without any judgment being applied to an already stressful new career path.…”

Section: Support By Peer Mentorsmentioning

confidence: 99%

Exploring perceptions of the transition from health science practitioner to academic

Stewart

2020

Research in Post-Compulsory Education

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Transitioning from a clinical practitioner to an educator in the health sciences is a difficult task for many professionals. Although, clinically, these individuals have achieved a level of expertise, they are not necessarily trained to teach in a classroom setting and may find it difficult to transition into their role as novice. The purpose of this qualitative case study was to examine faculty members' preparedness during their transition to academia and their perceptions of the need for more support during the first 5 years of teaching. Vygotsky's and Dewey's theories of social constructivism and Knowles's assumptions of adult learning provided the framework for this research. The main research question focused on exploring perceptions about instructional preparedness and support for university educators, at a university in Detroit, Michigan, in health science fields. The data sources were interviews and observations from 9 health science faculty members. Interviews were coded based on perceptive categories such as experiences, knowledge, and opinions, whereas observations were coded using recurrent patterns of identified standards of university teaching based on teaching preparedness. Results showed 5 areas where the participants felt they needed more support: peer mentoring, administration support, institutional support, interaction with students, and instructional methodology technology training. Findings may provide insight to university administrators on strategies to provide more effective professional development to health science educators. Potential implications for positive social change

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“…Authentic learning activities align with the Next Generation Science Standards (NGSS) seeking to improve scientific literacy and strengthen student’s 21st-century science learning skills (23–25). For experienced biology teachers, since they have different professional development needs from those of novice educators, collaborative mentoring with an “expert” in academia helps develop the professional skills of a veteran teacher (26, 27). The collaborative experience between teachers with shared expertise grants veteran teachers the opportunity to reflect more thoughtfully on their current teaching practice and allows for personalized professional development within their subject area (5).…”

Section: Collaborative Mentoringmentioning

confidence: 99%

Collaborative Mentoring for Retaining Secondary Biology Teachers

Gonzalez

Eberiel

Shea

2019

J Microbiol Biol Educ.

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Veteran biology teachers are at risk of leaving the classroom due to burnout, feeling uninspired, and overall job dissatisfaction. One way to keep veteran teachers engaged is through continued mentoring. Yet current mentoring programs vary in scope, often focus too heavily on one-to-one talk, with mentors serving as therapists, and generally fail to include veteran teachers. Considering this is not how schools operate, we argue active mentoring for veteran teachers is best when embedded into regular school practice. Collaborative mentoring, as we have termed it, pairs experienced high school teachers with other veteran colleagues, including university professors, in professional development activities centering on improving classroom practices. We believe that collaborative mentoring holds potential to meet the needs of all stakeholders—high school students for support in learning laboratory and writing skills; university faculty for hands-on classroom work and reflective practice, as well as for sharing content and pedagogical knowledge with professionals in the field; and, specifically, veteran biology teachers for expanding access to meaningful professional development opportunities. Focusing on applicable classroom pedagogy serves as a cost-effective model for professional development for veteran teachers, possibly increasing job satisfaction and teacher retention in high schools across the nation.

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Toward a More Effective Mentoring Model: An Innovative Program of Collaboration

Cited by 11 publications

References 46 publications

The impact of mentoring on the Canadian early career teachers’ well-being

The impact of mentoring on the Canadian early career teachers’ well-being

Exploring perceptions of the transition from health science practitioner to academic

Collaborative Mentoring for Retaining Secondary Biology Teachers

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