NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ815053
Record Type: Journal
Publication Date: 2005-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1360-144X
Mentoring on a Programme for New University Teachers: A Partnership in Revitalizing and Empowering Collegiality
Mathias, Haydn
International Journal for Academic Development, v10 n2 p95-106 Nov 2005
This paper evaluates the use of subject-based collegial mentors in an initial teacher development programme for new lecturers in a research-intensive UK university. The use of mentors is common in such programmes but their status tends to be that of critical friend and they have little formal influence in the programme. In the programme reported, departmental mentors were accorded a higher status as collegial partners and members of the programme team who also acted as formal assessors. The rationale for their enhanced involvement was to facilitate a genuine sense of ownership and responsibility by subject departments for the initial development of their new lecturers as university teachers. The evaluation study found that formalized mentoring engendered a strong sense of collegiality and ownership by disciplinary communities of practice in the process of initial teacher development. Some of the anticipated issues, such as the potential role conflict of mentor as guide and assessor, did not arise. The longer-term development of the use of disciplinary mentoring in the programme is discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom