International Journal of Mentoring and Coaching in Education

Glømmen, Anne Margrethe; Brevik Sæthern, Beate; Eriksson, Rikard

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-02-2023-0015

This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.Design/methodology/approachThis study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns or themes that emerged from the data.FindingsThe results showed that mentoring changed the mentors' perspectives towards improved understanding, more flexibility and approval of other cultures. It seems that mentoring expanded the mentors' search for values, wishes and resources, including an awareness that our values, wishes and needs are more similar than different. Mentoring also seems to have improved the ability to reformulate, be flexible, strive to optimise user engagement and engage with people as they are, based on their own prerequisites.Research limitations/implicationsThe low number of participants means the results cannot be generalised, and voluntary participation may have led to more motivated involvement and positive results.Practical implicationsThis study shows that mentoring has had an impact on students' development of intercultural competence and cultural sensitivity through regular meetings with individuals from a different cultural background. Mentoring seems to have revealed insights into underlying prejudices and changed perspectives towards better understanding, thus increased acceptance of other cultures.Originality/valueSearch for similar studies shows a lack of research that operationalises and specifies the learning outcomes that mentors gain from being a mentor.

Lejonberg, Eli; Nesje, Katrine; Elstad, Eyvind; Christophersen, Knut-Andreas Abben

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-03-2023-0028

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.Design/methodology/approachInformed 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).FindingsThe 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.Originality/valueThe paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.

Koukounaras-Liagkis, Marios; Karavas, Evdokia; Papaioannou, Manolis

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-04-2023-0037

This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.Design/methodology/approachFollowing a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.FindingsThe results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.Originality/valueThe study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.

García-Galán, Ramiro; Ortiz-Marcos, Isabel; Molina-Sánchez, Rafael

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-03-2023-0034

Teamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development and effectiveness. This study aimed to analyze how a non-directive coaching intervention model for an entire team influences the individual team members’ teamwork competencies.Design/methodology/approachAction research was used in this study with a quasi-experimental design featuring control and experimental groups comprising final-year engineering students from Universidad Politécnica de Madrid. The sample included 168 students, with 132 in the control group and 36 in the experimental group. The experimental group underwent a non-directive team coaching intervention involving three sessions. Competencies were evaluated using the teamwork competency test (TWCT), administered at the course’s beginning and end to measure progress.FindingsThe results show that the individuals who participated in the team coaching significantly increased their competencies, particularly “conflict resolution” and “feedback.”Originality/valueThis study’s value contributes to identifying the positive impacts of non-directive team coaching interventions on individual teamwork competencies, fostering collaborative skills and supporting collective goals.

Wendt, Jillian L.; Jones, Vivian O.

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-03-2023-0033

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.Design/methodology/approachA 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.FindingsAnalysis 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.Originality/valueThe 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.

Bell, Kristina

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-07-2023-0056

The purpose of this systematic literature review is to catalog, explore and disseminate knowledge developed related to the affordances, constraints and collaborative practices of e-mentoring in order to offer recommendations for mentoring programs.Design/methodology/approachAfter identifying studies utilizing inclusion and exclusion criteria and a variety of relevant databases, chosen studies were organized into three categories based on e-mentoring practices.FindingsResults reflect chat-room-based e-mentoring and e-mentoring with a video component both to have various affordances and collaborative features. These forms of e-mentoring can potentially be relevant to new teachers’ needs, may promote community and are disconnected from mentees’ school systems. A third form of e-mentoring, virtual reality e-mentoring, however, has the potential for accessibility issues and lack of relevancy to the mentoring process.Originality/valueChat-room-based e-mentoring and e-mentoring with a video component may benefit new teachers who do not have access to in-person mentors. However, these forms of e-mentoring may necessitate a component that ensures mentors and mentees alike remain consistently engaged in the e-mentoring process.

Erdem, Gizem; Safi, Ommay Aiman; Savaş, Esma Betül

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-09-2023-0086

Peer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.Design/methodology/approachThe sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.FindingsA multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.Originality/valueThis study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.

Lynden, Jenny; Gallaghan, George; van Nieuwerburgh, Christian J.

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-05-2023-0043

There are significant challenges facing academics and senior leaders in higher education (HE) institutions internationally. These challenges have led to increasing levels of metrification and managerialism, which has fostered work intensification, reduced professional autonomy, stress and burnout amongst faculty staff. Traditional approaches for supporting and developing staff, such as mentoring and training, do not provide the resources faculty staff need to meet the challenges they face. In contrast, experiences in various other educational and professional settings have demonstrated the effectiveness of workplace coaching in fostering well-being, adaptability, flexibility and sustainable performance. This review argues that workplace coaching could similarly support academics.Design/methodology/approachA critical literature review evaluates coaching interventions across educational and comparable sectors to identify positive well-being and performance-based outcomes.FindingsWhile there is limited research into the efficacy of coaching interventions for faculty staff in HE, research in other educational, as well as comparable professional contexts, identifies significant sustainable improvements in well-being and performance for professional staff.Practical implicationsThe evidence that identifies positive outcomes of coaching in professional workplace contexts is compelling. This critical review uses some of that evidence base to propose an agenda to implement coaching programmes that support faculty staff to improve their well-being and performance.Originality/valueWhile there are published research studies on the positive outcomes of coaching in primary and secondary educational contexts, as well as for postgraduate research students, there is very limited knowledge, practice and research about coaching faculty staff in HE. This article addresses this by critically reviewing a broad range of literature to identify coaching and research initiatives for faculty staff in HE institutions.

Smith, Clayton; Salinitri, Geri; Hart, Kendra

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-08-2023-0080

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.Design/methodology/approachQualitative interviews were conducted to glean insights from program coordinators and researchers regarding programs at higher education institutions in Canada, Australia, and Vietnam.FindingsCommon 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.Research limitations/implicationsThis 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.Practical implicationsTo 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.Social implicationsRather 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.Originality/valueThe 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.

Saeed Vakani, Farhan

2024 International Journal of Mentoring and Coaching in Education

doi: 10.1108/ijmce-09-2024-116