Mentoring Student Training: What Do Mentors Do?

• Authors: E. Martínez-Figueira , M. Raposo-Rivas

Abstracts

EN

In this paper we look into the role of mentors in student training given it is of paramount importance and at times both unknown and undefined. We studied this issue through research conducted in three Spanish universities using Creswell’s biphasic model along with sequential data triangulation. We obtained information by interviewing mentors and applying an electronic questionnaire. The results show that basically mentors are available for students in student training, facilitate their integration in the center. The study indicates that conceptualizing and operationalizing mentoring functions is difficult, however, they set up a reference for the development of student training.

Keywords

EN

mentor; mentoring; teaching practice; student learning

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2014
• Volume: 37
• Pages: 188-201

Dates

published

2014

Contributors

author

E. Martínez-Figueira

• University of Vigo

author

M. Raposo-Rivas

• University of Vigo

References

• Carter, M., & Francis, R. (2001). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Teacher Education, 29 (3), 249 - 262.
• Cid, A., Pérez, A., & Sarmiento, J.A. (2011). La tutoría en el Practicum. Revisión de la literatura. Revista de Educación, 354, 47 - 70.
• Collinson, V., Kozina, E., Lin, K., Ling, L., Matheson, I., Newcombe, L., Zogla, I. (2009). Professional development for teachers: A world of change. European Journal of Teacher Education, 32 (1), 3 - 19.
• Crasborn, F., Hennisson, P., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Promoting versatility in mentor teachers’ use of supervisory skills. Teaching and Teacher Education, 24, 499 - 514.
• Creswell, J.W. (1994). Research design qualitative & quantitative approaches. United States: SAGE Publications.
• Darling-Hammond, L. (2006). Powerful teacher education: lessons from exemplary programmes. San Francisco: Jossey-Bass.
• Derrick, J., & Dicks, J. (2005). Teaching Practice and Mentoring: The key to effective literacy, language and numeracy teacher training. Leicester: National Institute of Adult Continuing Education.
• Edwards, A. (1998). Mentoring student teachers in primary schools: assisting student teachers to become learners. European Journal of Teacher Education, 21 (1), 47 - 62.
• Ehrich, L., Tennent, L., & Hansford, B. (2002). A Review of Mentoring in Education: Some Lessons for Nursing. Contemporary Nurse, 12 (3), 253 - 264.
• Enomoto, E., Gardiner, M., & Grogan, M. (2002). Mentoring women in educational leadership. In: F. Kochan (Ed.), The organizational and human dimensions of successful mentoring programs and relationships (207 - 220). Greenwich, CT: Information Age.
• Fink, A. (1995). How to ask survey questions. Thousand Oaks: SAGE.
• Fox, D.J. (1969). The research process in education. New York: Holt, Rinehart & Winston.
• Gibbs, S. (1999). The usefulness of theory: a case study in evaluating formal mentoring schemes. Human Relations, 52 (8), 1055 - 1075.
• Jones, R., & Brown, D. (2011) The Mentoring Relationship as a Complex Adaptive System: Finding a Model for Our Experience. Mentoring & Tutoring: Partnership in Learning, 19 (4), 401 - 418. DOI: 10.1080/13611267.2011.622077
• Kerlinger, F.N. (1986). Behavioral research: conceptual research. New York: Holt, Rinehart and Winston.
• Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: teacher preparation and the first years of teaching. Journal of Teacher Education, 57 (4), 35 - 358.
• Marable, M., & Raimondi, S. (2007). Teachers’ perceptions of what was most (and least) supportive during their first year of teaching. Mentoring and Tutoring: Partnership in Learning, 15 (1), 25 - 37.
• Martínez-Figueira, M.E. (2010). El tutor del Practicum de Psicopedagogía en Galicia. Vigo: Servicio de Publicaciones de la Universidad.
• Martínez-Figueira, M.E., & Raposo, M. (2013). Los tutores de los centros de prácticas: agentes clave en el Practicum. In: S. Morales (Dir.), El Practicum como experiencia de aprendizaje en Educación Social. Propuestas para su desarrollo, planificación, tutoría docente y proyección social (45 - 67). Madrid: Ed. Universitas.
• Martínez-Figueira, M.E., & Raposo, M. (2011a). Funciones generales de la tutoría en el Practicum: entre la realidad y el deseo en el desempeño de la acción tutorial. Revista de Educación, 354, 155 - 181.
• Martínez-Figueira, M.E., & Raposo, M. (2011b). Modelo tutorial implícito en el Practicum: una aproximación desde la óptica de los tutores. Revista de Docencia Universitaria, 9 (2), 97 - 118. http://redaberta.usc.es/redu/index.php/REDU/article/view/272/205
• McDonal, B. (2013). Mentoring and tutoring your students through self-assessment. Innovations in Education and International Teaching, 50 (1), 62 - 71. DOI: 10.1080/14703297.2012.746516
• Mertz, N.T. (2004). What’s a Mentor, Anyway? Educational Administration Quarterly, 40 (4), 541 - 560.
• Patton, M.Q. (1982). Qualitative Evaluation Methods. Beverly Hills: Sage.
• Rajuan, M., Douwe, B., & Verloop, N. (2007). The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers. Mentoring and Tutoring: Partnership in Learning, 15 (3), 223 - 242.
• Raposo-Rivas, M., & Martínez-Figueira, M.E. (2013), Mentoring Student Training, what is Important? The New Educational Review, 32 (2), 243 - 254.
• Schön, D.A. (1992). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Barcelona: Paidós-MEC.
• Shea,G.F. (1992). Mentoring. Londres: Kogan Page.
• Valencic, M., & Vogrinc, J. (2007). A mentor’s aid in developing the competences of teacher trainers. Educational Studies, 33 (4), 373 - 384.
• Watkins, C. (1992). An experiment in Mentor Training. In: M. Wilkin (Ed.), Mentoring in Schools (97 - 115). Londres: Kogan Page.
• Williams, A., & Prestage, S. (2002). The induction tutor: mentor, manager or both? Mentoring and Tutoring: Partnership in Learning, 1, 35 - 45.
• Yusko, B., & Feiman, S. (2008). Embracing contraries: combining assistance and assessment in new teacher induction. Teachers College Record, 110 (7), 1 - 12.
• Zabalza, M., & Cid, A. (2005). Elementos nucleares del Practicum. In: Raposo, A. Cid, & M. Sanmamed (Coord.), El Practicum en el nuevo contexto del espacio europeo de educación superior (5 - 22). Santiago de Compostela: Imprenta Universitaria.
• Zabalza, M.A. (2013). El Practicum y las prácticas en empresas en la formación universitaria. Madrid: Narcea.

Identifiers

DOI

10.15804/tner.14.37.3.15

Biblioteka Nauki

2031772