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The purpose of this paper is to propose a new conception of the “good teacher” – that of the teacher-as-mentor, or, as the author refer to it, the “mentoring teacher,” who is equipped with heutagogical skills aimed at promoting self-determined learning through dialogic teaching. This conception appears to be better suited than current conceptions for the twenty-first century and the postmodern era.

The conception is based on an interpretative textual analysis of western educational philosophies and of the nature of postmodernity.

The mentoring teacher, presented to be the “good teacher” for the new era, is provided with skills associated with heutagogy: a pedagogical approach that emphasizes the individual’s need to learn autonomously and independently and that regards the capacity to do so as a basic skill for living and lifelong learning in the changing world. Using dialogic teaching, mentoring teachers equipped with heutagogical skills can navigate their teaching to promote the self-learning abilities of different learners and better prepare them to navigate the challenges of the current era.

This paper presents one perspective on looking at the changes that have occurred in the conception of the good teacher in western society and offers one point of view of the image of the new good teacher, hoping it might stimulate new thinking on the need to reconsider the role of the teacher in contemporary western society.

Placing the focus on teachers’ skills as opposed to students’ needs, which is much more common, invites discussion regarding the image of the good teacher and teacher education.

The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP).

This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative).

Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration.

This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher.

Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.

The purpose of this paper is to outline a reflective essaying model as a useful way of encouraging learning in higher education. It aims to define reflective essaying as the free and serious play of mind on an interesting topic in an attempt to learn.

Reflective essaying is first introduced as a unifying concept in the model. Second, the model is introduced and justified especially in connection with De Montaigne's invention of the essai as a process of trying out opinions and testing responses. Third, the role of teachers as essaying mentors is discussed. Fourth, mentoring for essaying is examined as a learning transaction which exemplifies Dewey's transactional theory of experience and knowing.

Reflective essaying is promoted as an important way of letting students try to learn. Reflective mentors should promote student learning through reflective essaying which would encourage students to develop their own criticality.

The paper has implications for both teachers and students. Teachers are urged to become more like mentors and less like didactic instructors. As mentors they should be encouraging students to see academic writing as trying out, as essaying, as experimenting with, and as learning through the ideas and materials they reflect upon.

The paper is original in its approach in that it draws on a wide range of historical and contemporary sources on essaying in order to re‐evaluate and resurrect essaying as an experimental process of learning.

Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context.

The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five protégés before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together.

The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice.

This research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for protégés). Given the single case study methodology, this research may lack generalizability to other educational contexts.

This research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.

The essence of management education lies in preparing and enabling the students to evolve cognitively, affectively and behaviorally into capable ones equipped to meet and manage challenges from within and outside their organisations or workplaces. Mentoring, as pedagogy, results in enhancing effectiveness of B‐schools (Institutions offering MBA program) in ensuring the transformation of students into professionals. The purpose of this paper is to analyze and evaluate the formal and teacher‐initiated student mentoring in B‐schools in Kerala in terms of the designated activities, to establish effectiveness of mentoring as outcomes of faculty‐related antecedents and mentoring activities, and to demonstrate the effectiveness in terms of the psycho‐social changes of students.

This research employed a conclusive approach that combined the features of descriptive and explanatory research designs. The respondents of the study comprised 141 permanent teachers, 327 first‐year students and 318 final‐year students enrolled in the management programs of 19 B‐schools in Kerala that had minimum five years of existence and approval of the All India Council of Technical Education (AICTE).

The study revealed that less than half of the B‐schools had implemented a mentoring program as part of their pedagogy. A structural equation model using the partial least square technique validated the conceptual model and the findings revealed that socio‐demographic characteristics, mentoring activities (teach the job, provide challenge, teach politics, career help, sponsor, career counseling and trust) influenced effectiveness of mentoring.

The study was conducted only among B‐schools, hence the research results may lack generalization. Therefore, researchers are encouraged to test the proposed model further.

The paper includes a conceptual framework employed for bringing about effectiveness of mentoring, proven to be valid and may be considered by B‐schools that are institutionalizing mentoring as an element of the pedagogy.

The paper bridges the perceptible lack of theoretical and empirical bases to explain the dynamics of student mentoring in management institutes in the country and will be an eye‐opener to management institutions which have not incorporated mentoring as part of their pedagogy.

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call this tool RCA, or Retrospective Coaching Analysis, and it is based on Goodman’s (1996) work on Retrospective Miscue Analysis. We also provide examples of how cooperating teachers used videos to identify important moments of practice to elicit reflection with their preservice teachers.

We collected video recordings of cooperating teacher/preservice teacher pairs engaging in mentoring conversations using videos of preservice teachers’ practice.

In this chapter, we focus on the cooperating teachers’ choices about when to stop the video to engage in reflection with their preservice teachers. In selecting a focus point for the RCA Event, the CTs chose moments that met some of these four criteria: appreciative, learner-focused, disruptive, and/or generative. We also found the challenges in selecting focus points and in staying with moments of video long enough to generate reflection, which made the model of mentoring challenging to implement.

The analysis of this reflective mentoring tool has led to revisions in our theoretical model of coaching, as described in this chapter. The research suggests the importance of closely examining reflective talk between cooperating teachers and preservice teachers. Our work also illustrates a shift in the use of video in preservice teaching from a video-case based perspectives to reflection embedded in practice.

Our study suggests the importance of selecting moments of practice as the basis for mentoring and coaching, but the research helped us to understand that RCA has affordances and constraints, and therefore, should be a tool for teachers to use flexibly within our theoretical model of Coaching with CARE.

Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

Examines the effects of a three‐year mentoring programme on the academic achievement of high ability year 13 students at a New Zealand high school. The programme’s purpose was to improve the academic results in the university bursary examination. The study covered a period of six years. The programme matched each selected student with a staff member in a flexible mentoring arrangement which focused on generic skills such as study skills, goal setting and time management. Protégés and mentors felt that the programme was enjoyable and successful. Protégés felt that they gained from the skills they were taught. Statistical analysis indicates that the programme did not have a measurable effect on the academic achievement of the mentored students. Reasons for this and implications for programmes of this kind are discussed.

This paper reviews the literature of formal mentoring programs in organizational settings. Additionally, the components of mentoring, how it works, and how it can be implemented in an organization is addressed. Further this paper also proposes that formal mentoring is possible in organizations. Formal mentoring will be shown to be less effective than informal mentoring. Furthermore, it will be shown that formal organizational mentoring can be effective to meet the needs for all employees to have the opportunity to be mentored, to learn from the wisdom, experience and mistakes of others, and to increase the protégé’s career opportunities.

This chapter examines the University of Connecticut (UConn) Neag School of Education's efforts to improve the recruitment of students of colour through an Early College Experience (ECE) Programme. During the pandemic, the School of Education and the ECE Programme collaborated to train and certify high school teachers to instruct the UConn's lower level undergraduate courses. The programme exposed many students of colour to teaching as a career.

Concentrates on the mentoring support for teachers in further education (FE) and higher education (HE), rather than the mentoring of students following qualification programmes. Raises issues of definition and argues the need for peer mentoring. Evaluates mentoring models and explores issues of role modelling, selection, styles, skills and qualities. Covers literature from the USA, Canada, Australia and Europe and spans the period 1793‐1996, starting with a British Library reference called “The Female Mentor” and including the recent upsurge in mentoring interest across business and the professions.