Search results

The study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.

Informed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).

The results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.

The paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.

This study provides insight into the nature of peer-mentoring opportunities for teacher candidates, including common challenges and benefits that can be used to inform best practices for implementing peer-mentoring programs by higher education institutions.

Qualitative interviews were conducted to glean insights from program coordinators and researchers regarding programs at higher education institutions in Canada, Australia, and Vietnam.

Common challenges and benefits of peer mentoring for teacher candidate mentors and mentees are identified. The importance of embedding reflective practice in programs is discussed, highlighting strategies for improving reflection and engagement.

This exploratory study has limitations. Due to the small sample size, thematic saturation may not have been reached. There is a lack of prior research on the topic of peer mentoring in an undergraduate, pre-service education context. These factors indicate room for further exploration on this topic. This study reveals areas for further research. Research on best practices for the implementation of peer mentoring experiences for teacher candidates should be continued with larger sample sizes, and mixed methodologies. Differences in best practices in online and in-person peer mentoring programs for teacher candidates could be investigated. The value of mentoring as a reflective tool for professional growth should be further explored. The adequacy of structured and reflective peer mentoring as an adjunct or substitute for traditional mentoring by staff advisors may be of interest to provide more professional growth opportunities to teacher candidates at earlier stages and lower costs for institutions.

To overcome common challenges associated with low engagement from mentees, both the mentor and mentee positions should be framed as active roles in a partnership essential for professional growth. Ideally, facilitators should designate time within the curriculum, such as course or lab time, in which mentors and mentees can meet. To increase mutual engagement, preservice education programs should make both roles mandatory, or offer each role as a credit course with academic incentives for assignments that demonstrate quality self-reflection and engagement.

Rather than viewing themselves as passive recipients of mentoring services, mentees can take ownership through engaging in valued mentee responsibilities, such as identifying needs, and communicating proactively. How mentee and mentor roles are perceived, and enacted, may be influenced by whether programs are presented as supports by mentors for mentees, or reciprocal professional partnerships required for mutual growth.

The research offers insights into how peer-mentoring programs for teacher candidates can be structured to address pitfalls, enhance professional development, and support undergraduate teacher-learners. Practical recommendations for program coordinators and institutions are offered.

We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors.

The various forms of peer mentoring are discussed, as well as the benefits that these programs can bestow on mentors. We then turn to a discussion of the relationship between peer mentoring and leadership, and place particular emphasis on implicit leadership theories and the research in this area. A case study of a large peer-mentoring program at an Australian university is undertaken and the various aspects of implicit leadership theory are examined in the light of comments collected from both mentees and mentors.

Evidence of implicit leadership skills of mentors was seen in the responses of mentees. However, the explicit treatment of leadership skills in the peer-mentoring program needs to be approached in a more deliberate manner if students are to benefit fully from the experience of mentoring.

While the results of this study were inconclusive, it does provide a basis for further inspection of leadership development within peer-mentoring communities.

Describes the differences between “conventional” mentoring and peer mentoring. Highlights the increasing relevance and need for peer mentoring in changing organization structures where management support may be disappearing or non‐existent. Outlines various approaches to establishing peer mentoring relationships, whether this is at the initiative of individuals or of the organization. Identifies some of the potential pitfalls, as well as the key benefits of peer mentoring relationships.

The purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.

This qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.

Faculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.

The model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.

This peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution.

Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors.

Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development.

Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike.

In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions.

A qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM.

Analysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared.

The study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.

The transition to college presents significant challenges for many students as they navigate new academic and social experiences. In the USA, 30% of first-year students drop out before their second year. Research indicates that mentoring programs help students achieve social integration and likely have a positive effect on their transition to college. This research study was conducted with education students to better understand the potential impacts of peer mentorship.

Student mentors and mentees were matched by attributes such as their concentration within the education major, gender, sports they played and whether they were first-generation matriculants. Data collection utilized two surveys one before the peer mentoring process and one after the process.

The findings suggest that peer mentoring improved first-generation students' sense of belonging to both their major and the college. Peer mentors also experienced increased belongingness. The transfer rate among participants of 2% was a significant drop from previous years.

The success of the peer mentoring experience was possibly due to the intentional matching process based on certain attributes. Additionally, taking a leadership role increased a sense of belonging in the peer mentors.

The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness.

The paper uses a hybrid research methodology consisting of a survey and a focus group discussion. The survey was conducted with students of a bachelor of commerce (BCom) program of a North American university to analyze the impact of organizational culture and altruism on their willingness to mentor their peers. The focus group discussion was carried out with students of the same program to explore the objectives, focus, and factors contributing to their willingness to mentor and to peer mentoring effectiveness.

Organizational culture and altruism significantly affect students’ emotional and intentional willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. Critical factors to peer mentoring effectiveness include a good fit between mentors and mentees, a reasonable ratio of mentor to protégés, and an understanding of and a willingness to address each student's specific needs.

Business schools should embrace and promote a culture of mutual help, look for altruistic students as prospective peer mentors, and promote voluntary student peer mentoring. A mentoring program should be flexible enough to meet each student's needs. Attention should be paid to finding a good fit between mentors and protégés. Communication should focus on the benefits of student peer mentoring for mentors and protégés.

This research brings empirical evidence on peer mentoring by testing and confirming the impact of altruism and organizational culture on students’ willingness to mentor their peers. It also provides practical insight to business schools for implementing student peer mentoring programs.

While previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees.

A multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors.

Findings demonstrated that the experiences of undergraduate REM women mentees supported engagement in virtual STEM peer mentoring as it was beneficial to developing a sense of belonging, enhancing interest in STEM, encouraging STEM identity, building STEM self-efficacy and, ultimately, promoting STEM persistence. The current study provides a rich picture of how and why peer mentoring is perceived as effective by mentees in STEM programs at HBCUs.

The findings from this study contribute greatly to the body of knowledge and will serve as a foundational model on which future VSTEM PM relationships can be built and fostered among other HBCUs, with the potential to broaden participation in STEM.