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Mentoring Student Training: What Do Mentors Do?

100%
Martínez-Figueira E., Raposo-Rivas M.
The New Educational Review
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2014
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vol. 37
188-201
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.
2
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Mentoring Student Training, what Is Important?

100%
Raposo-Rivas M., Martinez-Figueira E.
The New Educational Review
|
2013
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vol. 32
243-254
EN
Numerous activities and tasks are performed in the course of the tutorial during student training, but not all have the same importance for the tutor. We approach this answer through a wider investigation (Martinez, 2010) conducted in two phases: an initial qualitative one using an interview as a tool for obtaining information, and a second one more quantitative with an electronic questionnaire. The results show the importance that tutors attribute to “being available for students”, “integration into the center” and “providing contextual knowledge and access to documentation of the institution”.
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How inclusive education becomes a community project: a participatory study in the northwest of Spain

81%
Parrilla A., Martinez-Figueira E., Raposo-Rivas M.
The New Educational Review
|
2015
|
vol. 42
177-188
EN
This paper shows how a participatory study on inclusive education was designed and developed in a town in the northwest of Spain. The methodology included the development of collaborative inquiries at intra-school, interschool and local levels. It was designed by following the principles of participative and community-based research. This study demonstrates diverse ways in which different educational levels face inclusion; the value of collaboration between agents and institutions for innovative thinking and practice; and the need to develop further and wider research connecting participatory research and community engagement movements to systematic research into inclusive education.
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