NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ919324
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1941-5257
From Humble Beginnings: Evolving Mentoring within Professional Development for Academic Staff
Donnelly, Roisin; McSweeney, Fiona
Professional Development in Education, v37 n2 p259-274 2011
This paper reports on a research case study into a form of mentoring for teachers in higher education in Ireland with 30 academic staff. It begins with an exploration of the concept and practice of mentoring in the world of higher education professional development; focus will be limited to an overview of the concept of teacher mentoring, an exploration of its various expressions, and identification of facilitative measures that institutions can take to foster teacher mentoring. In theory, mentoring is beneficial for the mentor, the mentee and the organisation. Much of successful facilitating requires not only the transmission of information but also the care and encouragement of individuals to encourage reflective practice. Some problems arose in matching mentors and mentees, with too much of a knowledge/status/experience gap inhibiting and impeding the process. However, the scheme is maximising the best resources that a higher education can have--its own staff. Ultimately, the study discusses the nature of the benefits and considers how might this good idea be more widely adopted and practiced within the field of teacher professional development. (Contains 3 tables and 1 figure.)
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 - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland