Denise Beutel, Leanne Crosswell, Jill Willis, Rebecca Spooner-Lane, Elizabeth Curtis and Peter Churchward
The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second…
Abstract
Purpose
The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program.
Design/methodology/approach
This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality.
Findings
Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study.
Practical implications
The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools.
Originality/value
The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.
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The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also…
Abstract
Purpose
The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also mentors. The paper identifies the varied aims of beginning teacher mentoring programmes, some of the reasons for mentoring and an introduction to the six research papers published in the issue.
Design/methodology/approach
The papers in this issue examine different perspectives relating to the mentoring of student teachers and newly qualified teachers (NQTs). Different types of mentoring relationships are examined in various international contexts. The research, from Australia, the Republic of Ireland, Malta, Norway, Scotland, the USA and Wales, addresses the challenges that can occur in mentoring relationships, and enables us to better understand the professional learning that takes place in successful mentoring relationships.
Findings
The authors of the papers delineate how critical reflective practice, inquiry into professional practice, collaboration and professional learning for both mentees and mentors are key aims for many mentoring programmes. The six studies used different methods to investigate external and/or school-based mentoring programmes for student teachers and NQTs.
Research limitations/implications
A snapshot of current research into professional learning is provided with most studies being small qualitative ones. However, common themes can be identified across countries and contexts. The authors of each paper outline the implications for teacher education for their own contexts, as well as for international contexts.
Originality/value
Teacher education programmes employ mentoring pairs and triads in order to develop particular traits and reflective practices in teachers. Research shows how mentor programmes provide classroom experience and professional learning for student and NQTs as well as professional learning for teacher mentors. University tutors play a key role in supporting not only the mentees and mentors but also the mentoring relationship.
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Denise M. Rotondo, Dawn S. Carlson and Joel F. Kincaid
One way to reduce work‐family conflict is for individuals to have the ability to effectively cope with the stressful demands. The relationships between four styles of work and…
Abstract
One way to reduce work‐family conflict is for individuals to have the ability to effectively cope with the stressful demands. The relationships between four styles of work and family coping (direct action, help‐seeking, positive thinking, and avoidance/resignation) and levels of work‐family conflict are considered. Two different forms of work‐family conflict (time‐based and strain‐based) were examined as well as the effect of direction (work interfering with family, family interfering with work) to examine the efficacy of different coping styles. Help‐seeking and direct action coping used at home were associated with lower family interfering with work conflict levels. Avoidance/resignation coping was associated with higher conflict levels of all types. The results suggest individuals may have greater control and opportunity for positive change within the family domain compared with the work environment.
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Noreen Heraty, Michael J. Morley and Jeanette N. Cleveland
The purpose of this paper is to introduce a selection of papers within the issue that discuss the work‐family interface.
Abstract
Purpose
The purpose of this paper is to introduce a selection of papers within the issue that discuss the work‐family interface.
Design/methodology/approach
The themes of the papers in the issue are outlined
Findings
The papers address the following: conflict, facilitation and individual coping styles across the work and family domains; generational differences in work‐family conflict and work‐family synergy for Generation X, baby boomers and matures; the development and transmission of work‐related attitudes; a cross cultural comparison of female managers attitudes, experiences and career choices; the impact of individual and organisational characteristics on work‐family conflict and career outcomes, and the variation of work life integration experiences of mid‐career professional women.
Originality/value
The paper introduces the special issue which provides a varied mix of theoretical approaches and multi‐level perspectives to scope out and explain the links between work and family life.
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Sue Mesa and Lorna G. Hamilton
A key development in early adolescence is the active construction of individual identity; for autistic young people, integrating the idea of “being autistic” forms part of this…
Abstract
Purpose
A key development in early adolescence is the active construction of individual identity; for autistic young people, integrating the idea of “being autistic” forms part of this process. The purpose of this paper is to explore identity development from a contextualist perspective, foregrounding young people’s experiences within mainstream educational settings.
Design/methodology/approach
A longitudinal, qualitative methodology was used: semi-structured interviews were conducted annually with 14 autistic young people, their parents and teachers between school years 6 and 9.
Findings
Young people felt different from their neurotypical peers and their acceptance of their diagnosis changed over time as they managed their developing personal and public identities. In pursuit of being treated “normally,” many camouflaged their differences at school, which sometimes involved opting out of school-based support. Adults described their own understandings of autism and discussed the responses of others in the school environment to autistic differences.
Originality/value
The influence of sociocultural discourses of autism on young people’s identity development is discussed and implications for both school based and post-diagnostic support for young people and their families explored.
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Anna Nikina, Lois M. Shelton and Séverine LeLoarne
The purpose of this paper is to explore: How do changes in the role of the husband affect the marriage of a woman entrepreneur? How do changes in the marriage affect the woman…
Abstract
Purpose
The purpose of this paper is to explore: How do changes in the role of the husband affect the marriage of a woman entrepreneur? How do changes in the marriage affect the woman entrepreneur and her relationship with her business?
Design/methodology/approach
A novel theoretical approach based on marriage contract theory, gender role ideology and psychological contracts was used. Qualitative methodology included analysis of multiple cases based on rich interview data gathered from 12 Scandinavian couples.
Findings
Research revealed that the pattern of dominance between the husband and wife, the gender role ideologies of the two spouses, and the interaction between this pattern and the gender role ideologies, and overall level of marital harmony were key determinants of husbands’ spousal support.
Research limitations/implications
Sample size and geographical limitations. Future research: exploring other cultural settings, further application of marriage and psychological contracts in female entrepreneurship; studies of the impact areas of the husband in the wife’s business – also from the perspective of implicit contracts.
Practical implications
Research sheds light on how women run their businesses and how the changing roles of the spouse alter marriage dynamics and influence the wife-business relationship.
Social implications
Findings benefit female entrepreneurs considering the launch of a business, couples in which the wife currently owns a business, state and governmental policymakers, business consultants, and entrepreneurship instructors. These findings can help couples better prepare for the demands of entrepreneurship.
Originality/value
For scholars: expanded understanding of the work-family interface of female entrepreneurs via novel theoretical approach. For business practitioners: understanding the impact of a spouse on life and career of female entrepreneur.
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The relationship between employees and their employers has been conceptualized as involving a “psychological contract” (PC). The PC construct is assumed by many to have a key role…
Abstract
The relationship between employees and their employers has been conceptualized as involving a “psychological contract” (PC). The PC construct is assumed by many to have a key role to play in understanding organizational behavior, and there has been a proliferation of writing regarding PCs in recent years. The history of the construct, however, has remained under‐reported, and largely undiscussed. This articles seeks to contribute to the evolution of the PC construct by providing a richer, more thorough historical perspective than can be presently found in the PC literature. The origins and early development of the PC construct are traced through a review of books, articles, and unpublished dissertations. Observations regarding historical developments are linked to the current state of the literature, and the implication of these observations for the future direction of the PC literature is briefly discussed.