scholarly journals How important is mentoring in education?

2017 ◽  
Vol 121 ◽  
pp. 12005
Author(s):  
Carmen Sonia Duse ◽  
Dan Maniu Duse ◽  
Maria Karkowska
Keyword(s):  
Mentoring In Education

Online Mentoring in Education

2011 ◽  
pp. 686-691
Author(s):  
Taralynn Hartsell
Keyword(s):  
Teaching And Learning ◽  
Codes Of Conduct ◽  
Relevant Information ◽  
Online Mentoring ◽  
Older Students ◽  
Knowledge And Skills ◽  
Education Professionals ◽  
Online Tools ◽  
Mentoring In Education

Mentorship between new and experienced education professionals is a laborious task. Senior educators assume the responsibility of teaching rules, codes of conduct, relevant information, content knowledge and skills, and so forth to newer colleagues as a way to help them transition into the new role of an educator. This form of mentorship can also exist between professionals and students who are learning about their fields of study. Finally, older students can mentor younger students to help them progress academically, personally, physically, and psychologically. Hence, mentoring is one of the more effective processes for supporting and improving professional development in education (McCampbell, 2002). Because mentorship can be arduous in terms of time and commitment, other mentoring alternatives are available such as using online communications. This overview discusses the importance of using online modes of communication as a form of mentorship between educators and students. When distance and time are factors impeding effective mentorship, online tools can help improve the teaching and learning processes.

Who is telemachus? long-term mentoring in education

2000 ◽  
Vol 4 (3) ◽  
pp. 425-436 ◽  
Author(s):  
Kim Koeppen ◽  
Joane Mckay
Keyword(s):  
Mentoring In Education

scholarly journals Extending the research agenda on (ethical) coaching and mentoring in education: embracing mutuality and prioritising well-being

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrew J. Hobson ◽  
Christian J. van Nieuwerburgh
Keyword(s):  
Design Methodology ◽  
Relevant Literature ◽  
Well Being ◽  
Evidence Base ◽  
Position Paper ◽  
Future Research ◽  
Positive Outcomes ◽  
Content Type ◽  
Future Studies ◽  
Mentoring In Education

PurposeThe purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field.Design/methodology/approachThis review and position paper draws on the authors’ knowledge of the extant literature on coaching and mentoring in education, their own research in the field and their perspectives as editors of coaching and mentoring journals.FindingsAmong the outcomes of their review and commentary, the authors observe that coaching and mentoring research conducted to date largely occupies two separate fields, and studies published in one field frequently fail to draw on relevant literature from the other or recognise the overlap between them. The authors highlight a number of additional limitations of the evidence base on coaching and mentoring in education and offer some potential means of addressing these.Originality/valueThe paper offers an original reflection on current research into coaching and mentoring in education. It is intended that the paper will inform the design and publication of future studies in this area to strengthen the evidence base and, in turn, inform improvements to coaching and mentoring practice. In particular, the authors hope to encourage the ethical deployment of coaching and mentoring which enhances, rather than inhibits, the well-being of all participants, while realising other positive outcomes.

scholarly journals A review of mentoring in education: Some lessons for nursing

2002 ◽  
Vol 12 (3) ◽  
pp. 253-264 ◽  
Author(s):  
Lisa Ehrich ◽  
Lee Tennent ◽  
Brian Hansford
Keyword(s):  
Mentoring In Education

scholarly journals МЕНТОРСКИ РАД У СРБИЈИ – КОНТУРЕ ЈЕДНЕ ТИПОЛОГИЗАЦИЈЕ

TEME ◽  
2018 ◽  
pp. 877
Author(s):  
Тања Шијаковић
Keyword(s):  
Educational Practice ◽  
Specific Relation ◽  
Individual Interviews ◽  
Different Types ◽  
Mentoring In Education ◽  
The Way

As a highly complex relational phenomenon, mentoring and practice which are jointly carried out by an intern and a mentor, attracted the attention of researchers in different fields. With the aim to draw attention to this part of the educational practice in our environment, we carried out a research which focuses on issues of internship and mentoring in education. Although our attention was focused primarily on the issues related to understanding the concept of internships and mentoring and how the offered solutions would reflect in the practice of interns and mentors, research has unexpectedly resulted in some additional findings – the possible types of mentoring in our educational context.Shown results were achieved after analysis of the transcribed material collected in individual interviews, conducted by ten mentors. All the discovered and different approaches to mentoring work are based on an analysis of responses and interpretations that were given by the mentors themselves, and related to: understanding the functions of mentoring; expectations from the interns; understanding the role of interns and mentors; understanding the process of learning and the importance of planning the work with interns. Interpreting the way mentors understand aforesaid and describing specific relation with their interns, we have selected mentors who have demonstrated a consistent linguistic experiential patterns and positions, mutually so different, that they can make the contours of different types of mentoring. In the paper these specific types are identified as: adhoc, formal and development mentoring.

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