The aim of this study is to investigate the impact of mentoring practices designed to support the implementation of the updated physics curriculum on teacher practices. To achieve this objective, a ...three-stage model utilizing a group mentoring approach was developed, consisting of Preparation (need assessment to identify current teacher status), Realization (mentoring practices addressing identified gaps in subject knowledge), and General Evaluation (assessment of the impact of mentoring practices on teacher practices before, during, and after the implementation process). The didactic engineering method was adopted, and three physics teachers were observed over a 16-week period using camera recordings. The observations were categorized according to physics-specific competencies, and the teachers' practices were analyzed accordingly. The findings indicate that the mentoring support had a positive impact on the teachers' development of didactic structure and student-centered approaches, with some regression observed after the cessation of mentoring. However, teachers' practices remained improved compared to their initial state. This study was limited to three volunteer physics teachers, but the results suggest that mentoring practices can be more effective in improving teachers' compliance with the curriculum in applied teacher education, and the study has practical implications for teacher training and professional development. The study contributes to the field by providing a different perspective on teacher training, emphasizing practical training and needs assessment over theoretical education.
Purpose
This article aims to present the differences in implementation between individual mentoring programs (IMPs) and group mentoring programs (GMPs).
Design/methodology/approach
This exploratory ...study used semi-structured interviews with 16 experts: mentoring program (MP) coordinators, consultants and mentors. During the interviews, the steps in implementing a mentoring program were reviewed and discussed by practitioners.
Findings
Based on the interviews and contrasting with the proposed implementation model, the authors compared IMPs and GMPs. The results highlight the role of the GMP coordinators, especially in the selection of mentors, mentees and generating resources that favor the beneficial effects of group dynamics on mentoring processes.
Practical implications
This model for implementing MPs and the differences identified between IMPs and GMPs provide practical help to program coordinators (PCs) and mentors to deploy MPs by highlighting the relevant aspects.
Originality/value
Mentoring is a Human Resource Development (HRD) technique whose implementation at the program level needs further deepening for practitioners. This is the first work that emphasizes the differences to be considered in the design and implementation of MPs by taking the individual or group dimension of mentoring.
•Mentoring programs are suited to the needs of students at-risk of early dropout.•At-risk students hold instrumental perspectives on the value of school.•Older students did not set any academic goal ...in both data collection moments.•Younger students integrated SMART characteristics into their academic goals.•At-risk students’ age should be considered when setting mentoring interventions.
Mentoring programs are a very popular tool in educational contexts. Over the years, many schools have been using mentoring programs to improve academic adjustment and counter the disengagement of students at risk of early school leaving. Since 2016, the Portuguese Ministry of Education has implemented a universal educational policy focused on the implementation of mentoring sessions in public schools. This policy targets students older than 12 years old with multiple school retentions and diverse characteristics likely to place them at risk of early dropout. In the context of this policy, a school-based mentoring program to promote SMART goal-setting skills through the training of self-regulation was developed to be implemented with elementary and middle school students at-risk of early dropout. The 20-session program was implemented over two school terms. Throughout the program, we conducted a multiple case study to examine how students’ goals and SMART goal-setting processes may change after their enrollment in the mentoring program. Students’ goals were collected pre- and post-program through the fulfillment of life map diagrams. Post-program overall data indicated that most students set more academic and fewer non-academic goals. However, a granular analysis showed that a group of older students (17 years old) did not set any academic goal in both pre- or post-program moments; furthermore, only younger students (aged between 12 and 16 years old) integrated SMART characteristics into their academic goals. Limitations and future research directions, as well as implications for practice, are provided.
This research explores teachers' perceptions of inclusive education training (a collaborative mentorship programme). The research involved 90 general teachers of inclusive elementary schools who had ...attended inclusive education training organized by the education office in collaboration with a university in Bogor District, West Java, Indonesia. The data were collected through Google Forms and analyzed using thematic analysis. The results show three main themes: relevance, new knowledge and hope. The results of the training had a positive impact on teachers. Inclusive education training aims to improve the implementation of inclusive education in elementary schools and must be carried out continuously. The training has also increased teachers' competence and independence to develop instructional systems in inclusive classrooms. The mentoring program for inclusive elementary schools through training activities is a program that must be implemented continuously by all stakeholders including the government and universities in order to improve the quality of inclusive education in Indonesia.
•School transitions are challenging events in students’ academic paths.•Group mentoring programs are suited to provide students with learning support.•Self-regulation, school engagement, and goal ...setting are key in middle school.•Fifth-grade students improved self-regulation skills and school engagement.•The level of prior mathematics knowledge did not influence program effectiveness.
School transitions are labeled as challenging events in students’ academic paths likely to affect students’ development and engagement in school negatively. Grounded on extant research advocating the need to act preventively, school-based mentoring programs emerge as responses suited to provide students with developmental and instructional support during school transitions. Using a multivariate mixed-effects model for repeated measures quasi-experimental design, the present study assessed the effectiveness of a 12-session group mentoring program designed to promote fifth-grade students’ self-regulation, school engagement, and goal setting during their first school transition. Participants were 330 fifth graders in four schools randomly assigned to treatment or control conditions. Students’ self-reported measures were collected in four moments. Data were analyzed using a multivariate mixed-effects model for repeated measures analyses with two covariates (age and gender) and considering the students’ level of prior mathematics knowledge. Results indicated that participating in the group mentoring program led to improvements in all dependent variables. The effect size found was large considering all dependent variables simultaneously. However, when considered individually, the effect sizes were medium, small, or null, depending on the dependent variable. Lastly, and contrary to expectations, the effectiveness of our program was not influenced by students’ level of prior mathematics knowledge. The relevance of group mentoring programs in addressing students’ engagement and self-regulation needs is discussed. Future research and educational implications for designing mentoring programs are provided.
This study presents a brief analysis of Spanish universities that promote mentoring programs with students. These mentoring programs are divided into different categories depending on the persons ...(faculty or students) involved in the process and their characteristics (for novice, senior, or international students). The case of the Universidad Francisco de Vitoria is presented, where first-year students from all undergraduate degrees are involved in an annual course where the core part is related to formal mentoring activities.
This study analyzes undergraduate degree students' outcomes and results from 10 different degrees for a period of 4 academic years (from 2016-2017 to 2019-2020). This first analysis corresponds to students' activities and marks awarded on the assessment of the assigned mentoring tasks related to the competencies of critical thinking, proactivity, personal knowledge (with the objective of acceptance and improvement), and the ability to ask transcendental questions. Then, a reliable and valid survey, conducted every year to all senior students, was used to get feedback from students.
After a quantitative and qualitative analysis of students' results, it was noticed that they become more confident in their studies when they engage in mentoring-based courses and sessions, and this benefits their lives. All this information led to the improvement of the mentoring process.
Purpose: We aimed to examine the participants’ satisfaction and evaluation of the program’s appropriateness, outcomes and benefits from participants’ perspectives and gather suggestions from students ...to improve peer mentor programs.Methods: From 2016 to 2018, 67 mentees and mentors participated in the peer mentoring program. All program participants were asked to participate in the survey, and the respondents were invited to focus group interview (FGI). Quantitative data was collected from the survey questionnaire. Qualitative data was gathered from the open-end questions in the survey and supplemented from additional semi-structured FGIs. The interview data were analyzed using qualitative content analysis.Results: Nineteen responded to the survey, and six participated in the further FGI. Qualitative data contained outcomes and mutual benefits, factors for mentoring success, negative experiences, and suggestions for improvement. Especially factors for mentoring success consisted of various methods of studying assistance, motivation, autonomy, responsibility, emotional support, and relational bonding as important topics concerning mentor-mentee experiences. The satisfaction scores about the program appropriateness, others’ attitudes, program implementation, ranged from 3.5 to 3.9 (5-point Likert scores) without significant difference between mentors and mentees. The only negative experience reported by a mentee was feeling the pressure. Specific guidelines on program implementation, pre-education for mentees, appropriate matching, and mentees’ clear purpose and spontaneity were suggested to improve the program.Conclusion: Participants were generally satisfied with the peer mentoring program, gaining academic and non-academic achievements, including emotional support and improved relationships. Furthermore, we expect that this program can be improved with participants’ suggestions in the future.
Mentoring programmes are commonplace and delivered in a range of different ways in the United Kingdom and North America. To better understand the type of programmes available and to inform future ...evaluations, we developed a typology of formal mentoring programmes for young people in secondary schools in the United Kingdom. Telephone interviews with 23 programme managers from purposively sampled mentoring organisations were conducted and analysed using thematic and framework analysis. The typology was consulted on with five experts in mentoring. The final typology differentiates mentoring programmes by three overarching categories: type of mentor (older student, school staff, adult volunteer, paid adult), programme setting (school, community, online) and programme aim. The findings suggest that although mentoring programmes are heterogeneous, it is possible to group programmes into ‘personal and developmental’ and ‘academic and employability’ mentoring programmes and to differentiate between 12 overall mentoring models. The typology helps understand what is being delivered and how, which is a necessary precursor to any evaluation of health, educational, relational and social outcomes.
•Formal mentoring programmes for young people are heterogeneous.•Programmes can be distinguished by taking account of the type of mentor, programme setting and aim.•Programmes can be grouped into ‘personal and developmental’ and ‘academic and employability’ programmes.•Twelve distinct models of youth mentoring programmes have been identified in the United Kingdom.
PURPOSE This study analyzed the KSPO women’s sports leadership program and foreign cases to suggest policy proposals. METHODS A literature review was conducted involving official webpage of the ...programs, related technical reports, media resources, and academic articles collected from international and domestic research databases. RESULTS The major results are as follows: (1) The curriculum of current program should be examined and reconstructed to achieve the intended purpose. (2) Since selfawareness is a key factor in demonstrating effective leadership, implementing selfawareness training program should be considered. (3) Mentoring is regarded to be an effective tool in promoting women leadership; therefore, establishing sustainable women mentoring program is required. CONCLUSIONS Despite several limitations, this paper is the first study, to the best of our knowledge, to review and analyze the KSPO women’s sports leadership program comparing foreign cases for the purpose of seeking improvement. As women’s leadership in the field of sport would become even more important in the future, this program should be redesigned to be able to train and nurture leaders so that they can progress to the higher level of decision making in sport organizations.
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