Bronwen Maxwell, Kinga Káplár-Kodácsy, Andrew J. Hobson and Eleanor Hotham
This paper synthesises international research on effective mentor training, education and development (MTED).
Abstract
Purpose
This paper synthesises international research on effective mentor training, education and development (MTED).
Design/methodology/approach
An adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review of literature published between January 2010 and July 2020, together with a secondary analysis of studies including evidence on MTED; a subsequent systematic review of literature published between August 2020 and May 2023 and a general inductive analysis (Thomas, 2006) of interviews of leaders of large-scale MTED programmes that had good evidence of impact.
Findings
Our meta-synthesis found that effective MTED is evidence-based, refined through ongoing research, tailored both to individual needs and context and includes sustained support. Effective pedagogical approaches in MTED are underpinned by adult learning principles and establish a learning climate that fosters open and trusting relationships. Effective MTED is shaped by the espoused mentoring model or approach, with particular emphasis on understanding, building and sustaining mentoring relationships and incorporating observing, practising, critically reflecting on and receiving feedback on mentoring.
Practical implications
The study will be helpful to practitioners designing, reviewing and evaluating MTED programmes, researchers seeking to enhance the sparse MTED evidence base and programme commissioners.
Originality/value
The original and significant contribution of this study is the identification of key principles relating to the overall design of – as well as specific content, pedagogical approaches and supporting resources within – MTED programmes that have evidenced positive effects on mentors, mentees, mentoring and/or organisations.
Details
Keywords
Kinga Káplár-Kodácsy and Helga Dorner
The aim of this study is to explore how mentors' and mentees' self-concepts and related reflective practices in mentored teacher training are supported by using audio diaries…
Abstract
Purpose
The aim of this study is to explore how mentors' and mentees' self-concepts and related reflective practices in mentored teacher training are supported by using audio diaries within the framework of Dialogical Self Theory (Hermans, 2001), and how it could be used in the wider context of teacher training.
Design/methodology/approach
This study explores a specific qualitative methodology, the use of audio diary in self-reflective activities, in the context of teacher training in Hungary. When analysing the data, we used the thematic analysis approach to employ a relatively high level of interpretation.
Findings
Multi-level meta-position reflections have emerged from the data that were comparable at a given point in time. We found five different I-positions (Hermans, 2001) that suggest that mentors and mentees perceived of these as shared themes of the emerging incidents in mentoring. However, those aspects of the mentoring process on which mentors and mentees reflected only vaguely or have not reflected mutually in their audio diaries involved a certain level of mis-positioning and further tension.
Practical implications
Audio diaries are beneficial for personal and professional development. The tools and the methodology around them could be leveraged to broaden mentor–mentee dyads, which may lead to including university-based teacher educators and researchers from the field.
Originality/value
The value of this study arises from the process of recording audio diary logs as a direct representation of thoughts during the mentorship process.