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Introduction: Suitability assessment of Norwegian pre-service teachers is carried out by teacher educators, and the mentors’ professional practices play a key role in these processes. This study aims to explore how the Covid-19 pandemic has influenced suitability assessment practices of pre-service teachers. The purpose of the suitability assessment is to ensure that vulnerable groups, such as students in schools, encounter teachers who are suitable for a professional practice. The process of growing suitability includes professional development, while suitability assessment of pre-service teachers intends to strengthen the quality of teacher education programs. Methods: Two sets of data collection methods are underpinning the arguments in this qualitative study. Data were collected in 2022 from a survey with a sample of 162 mentors in teacher education attending three universities. Thereafter, in-depth interviews were conducted with three Heads of suitability assessment from the same universities as the mentors. The triangulation aimed to reduce bias and increase the validity. Results: The impact the pandemic has had on the suitability assessment practices is expressed in four findings: (1) a weaker basis for the assessment, (2) continuing health issues, (3) delayed professional development among pre-service teachers, and (4) differences among the universities. Recommendations: Implications for education programs for mentoring including knowledge of the procedures of suitability assessments, and a closer collaboration between all teacher educators involving systematically evaluation of pre-service teachers are indicated for future teacher education. [ABSTRACT FROM AUTHOR]

Recent literature on mentoring revises the long-held notion of a dyadic, master-apprentice affiliation to better reflect the fluid, flexible, and even non-hierarchical dynamics that occur between mentors and mentees today. Relational mentoring, intersectional mentoring, and co-mentoring models offer frameworks for reconsidering the role of mentoring in the museum education field, both for newcomers and for museum professionals with many years of experience. Centering four mentor-mentee conversations about the role of mentoring in their professional lives, this article captures the crucial, though rarely documented, importance of mentoring, and also enumerates various ways that mentoring shows up for museum education professionals at various points in their careers. In doing so, it makes space for mentoring as part of the larger discourse around how we navigate the profession and care for one another in the process. [ABSTRACT FROM AUTHOR]

The article centers on Peter Beilharz as an educator, emphasizing his role as a mentor and his philosophy on teaching and learning. It delves into his approach to education, showcasing the significance of relationships, gratitude toward mentors, and the expansive nature of learning through diverse intellectual engagements, highlighting the interconnectedness between teaching, learning, and fostering intellectual curiosity.

The global academic community is increasingly connected, which has implications for the internationalization of doctoral education. In our previous work, we presented a theoretical approach to doctoral student research training using an ecological theory that provided considerations for individual and programmatic practice. Though our proposed model for doctoral research training is still relevant and valuable, we recognize there is missing a layer of criticality in that framework that would allow for more nuance in doctoral research preparation for international contexts. In this chapter, we apply an equity‐driven lens to our model that accounts for a critical global perspective that was absent in our previous writing. We argue that power and privilege are inherent in all relational aspects of ecological theories and must be included in doctoral research preparation. Thus, we offer recommendations for addressing these issues for the individual doctoral student as well as the faculty and programs that train them and guide their research endeavors. Practical Takeaways: Inequities are ingrained in all aspects of higher education; thus, we must critically examine how we approach research and scholarship through each system in the ecology of doctoral education.Faculty have a responsibility to prepare students to respond to global challenges, including how racial, colonial, political, and economic hierarchies inform current international research practices.We advocate for the application of an equity‐driven lens to an ecological model for doctoral student international research training.We recommend an equity‐driven, global ecological perspective in approaches to doctoral education broadly, including discipline‐specific courses, mentoring relationships, and graduate assistantships. [ABSTRACT FROM AUTHOR]

The article discusses the importance of academic mentoring in higher education. It highlights the role of mentors in providing direction, support, and encouragement to students as they transition from academia to the professional world. The article emphasizes the need for mentors to be aware of psychosocial challenges faced by students, such as establishing close relationships and developing a sense of personal identity. It also emphasizes the importance of establishing a shared identity between mentors and mentees, particularly in collectivistic and academic-oriented cultures. The article provides guidance on setting clear goals and purpose in the mentoring relationship and discusses the challenges and potential risks associated with mentoring. It concludes by emphasizing the importance of reciprocity and establishing mentoring goals to overcome these challenges and create a safe and accountable learning culture. [Extracted from the article]

This research was conducted to understand the importance and impact of mentoring in higher education. The importance of mentoring programs that can contribute to students' personal development, career goals and academic success is increasing. In this study, the relationship between the concept of mentoring and the students' perspective was investigated by using the Higher Education Student Mentoring Scale developed by Crisp (2009) and adapted into Turkish by Gök and Aydın (2017) on 270 students studying in different departments at a university. The Cronbach Alpha internal consistency coefficient used for the reliability of the scale, and the Exploratory Factor analysis, which determines the construct validity for its suitability for Turkish culture, applied. The data obtained from this scale used to evaluate students' expectations and experiences from mentoring programs. The results of the research show that the scale is effective in measuring important factors such as guiding the participants, mentoring, achieving academic success and being a role model. For the application of the scale, the easy sampling method preferred by obtaining the necessary permissions from the university where the researcher also works. As a result of the analyzes, it determined that the mentoring scale showed significant differences according to demographic variables such as gender and department. Accordingly, female students' perception of mentoring in higher education is higher than that of male students. These findings highlight the necessity of designing and implementing mentoring programs for various student groups. Research results show that mentoring programs in higher education have positive effects on students' personal development and success. In addition, in the analysis in which the students compared with the analysis of variance (ANOVA) according to the department variable, it understood that the perceptions of the university students regarding the mentoring practices differed according to the variable of the department they studied. Accordingly, it has been determined that the departments with the highest differentiation are between the Department of Child Development and the students of the Faculty of Engineering. It is vital that higher education institutions care about mentoring programs and take the necessary steps to increase the effectiveness of these programs, to support the personal development of students and to increase their success. [ABSTRACT FROM AUTHOR]

The article offers information on the challenges faced by teachers in the aftermath of the COVID-19 pandemic, including job burnout and a mass exodus from the profession. Topics include the creation of the Critical English Educators Collaborative (CEEC) to support recently licensed middle and secondary ELA teachers, the need for more support for teachers, and the structure and goals of CEEC as a teacher-guided, informal learning community focusing on critical English pedagogies.

Brij Lal was mentored by Ken Gillion during the former's doctoral work at the Australian National University in the late-1970s. The resulting thesis was a pathbreaking quantitative analysis of the 45,439 North Indians who went to Fiji as indentured labourers between 1879 and 1916 - centering on such variables as the places of origin, their age, gender, marital status, caste, and family circumstances.1 The much-reduced monograph that derived from the thesis is a thoroughgoing statistical profile that has stood the test of time and been a model for subsequent work.2 So we can thank Ken Gillion for his part in the 'making' of Brij Lal. Gillion and Lal became good friends, each holding the other in high regard. I knew them both, Lal far better than Gillion. As will be seen, Lal and I have contrasting views on Gillion as a person and as a scholar. Bringing to bear my own observations dating back to 1973, the archival record and a reading of Gillion and Lal's writings, I discuss the evolving relationship between these two major historians of Indo-Fijian indenture. [ABSTRACT FROM AUTHOR]

This research aims to: 1) Find out the character of students at SMP Negeri 3 Colomadu; 2) Knowing and analyzing the role of PAI teachers in shaping student character at SMP Negeri 3 Colomadu; 3) Find out what factors support and hinder the formation of student character at SMP Negeri 3 Colomadu. This research was carried out in AugustSeptember 2023 at SMP Negeri 3 Colomadu. The research method used is a qualitative method. The results found in this research are as follows: 1) The character of students at SMP Negeri 3 Colomadu in terms of religion and responsibility is said to be good. Various efforts have been made by the school to overcome problems in the formation of students' religious character and responsibility, including by getting into the habit of Dhuha, Muhadarah and Friday prayers regularly held every Friday; 2) The role of PAI teachers in improving the character of students at SMP Negeri 3 Colomadu, including: educator, tutor, leader, mentor, advisor or motivator, evaluator, coordinator, and role model; 3) Supporting factors in forming the religious character and responsibility of students at SMP Negeri 3 Colomadu are influenced by: the curriculum content standards used, the leadership of the school principal, the role of the teacher, the commitment of the entire school community, and the role of parents in the school program. Meanwhile, the inhibiting factors are: lack of concern from some parents and teachers, lack of parental knowledge about character education, school environment that is less supportive, and lack of awareness among students. [ABSTRACT FROM AUTHOR]

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China). [ABSTRACT FROM AUTHOR]

French as a second language (FSL) teachers in Canada face unique circumstances and challenges in the profession, from their initial teacher preparation into the beginning years of teaching and beyond. These challenges play a role in the long-standing FSL teacher shortage across Canada. To better understand the complexity and nuance of issues facing teachers of FSL in minority settings, we conducted a study in 2021 across different regions in Canada that included 29 focus groups with a total of 89 participants from three key stakeholder groups: teacher educators working in faculties of education; school district and board representatives; and FSL teachers, with a focus on recently graduated novice teachers. In our analysis, we found that participants' unique and contextualized experiences are framed around two key points of convergence in our data: access and conceptualizations. We present and discuss these findings, considering practical and ideological elements stemming from these points of convergence. We then conclude the paper with a synthesis of the complexities and interconnectedness inherent in the factors related to FSL teacher preparation and support, including a reflection on what this might ultimately tell us about the FSL teacher shortage. [ABSTRACT FROM AUTHOR]

The article discusses the use of human-centered design (HCD) to develop an inclusive peer mentoring program for graduate teaching assistants (GTAs). Topics discussed include principles to guide the design of an inclusive mentoring program, the emphasis of HCD in integrating human perspectives into the design process, and the features of an inclusive mentoring program including mentoring training, mentoring circles and best possible self and learning plans.

Although the nature of the academic profession and related career advancement has been well documented, little empirical evidence has been provided on the professional agency that academics employ to advance from one academic rank to another. Adopting an agency focus, this study therefore investigates what strategies academics adopt when seeking promotion. Through semi-structured interviews with 37 participants from a representative Australian university, the study identifies promotion seeking as a two-stage process involving two clusters of six interrelated strategies. A Framework of Agency in Academic Promotion (FAAP) is proposed, demonstrating how, with motivation to climb the career ladder, academics engage in both self-oriented and socially oriented strategies, initially to 'become promotable' and then to write a promotion application. The study confirms and elaborates the role of professional agency in academic promotion, supports the argument that strategies are an important enabler of agency, and contributes to the scarce empirical literature in this field. Academics and their managers, developers and mentors can use the FAAP model to craft promotion strategies and career development plans. [ABSTRACT FROM AUTHOR]

Problem: There is chronic underrepresentation of minoritized women in higher education leadership positions. A primary reason is that mentoring support is either lacking or rarely considers how the intersection of their race and gender creates a double bind. Further, there is a dearth of studies examining the lived experiences of mentoring support received by minoritized women leaders. Solution: Through semi-structured interviews of fifteen participants, our interpretative phenomenological study adds to the extant literature by exploring how women of color (WOC) leaders navigated the challenges posed by the differences in gender and/or racial identities with their mentors in diversified mentoring relationships (DMRs). Our findings indicate that aspiring minoritized women leaders can thrive under the double bind in DMRs with successful coping strategies. Stakeholders: University administration and HRD practitioners can apply the findings to leverage DMRs as a critical tool for developing the leadership identity of women of color in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Wirtschafts- und Sozialwissenschaftliches Institut Mitteilungen is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper represents a short study on the impact that the work techniques used (mutual reading, 6-step learning) within the training activities, the Designing the mentoring activity and the Management of pedagogical practice activities modules from the Professionalization of the teaching career project Prof, they had it on the activity of the mentors, in the classroom activities and in the didactic mentoring activity, for students and beginning teachers. A rather small percentage 10% of the course participants answered the questionnaire, but the answers of those who completed it show that a large percentage of teachers and students used the techniques learned in the workshops, with the aim of involving all students in the learning activity in the classroom. [ABSTRACT FROM AUTHOR]

There has been an explosion of research on the well-being of university students and faculty across a diverse set of disciplines across higher education. The symposium provides a brief review connecting the scholarship of mentorship with growing research on well-being in academia. Specifically, the current paper focuses on well-being outcomes for both mentors and mentees, considering under-graduates, graduates, and faculty, and concludes by discussing various avenues for further research. [ABSTRACT FROM AUTHOR]

"Leading from the Middle in Higher Education: Mentoring" is a Journal of Leadership Studies Symposium dededicated to the significance of mentoring in higher education, emphasizing the role of mentoring in leadership development for undergraduate and graduate students as well as faculty. To introduce the symposium, the current article provide insights into effective mentoring practices for mentors and mentees. The article delves into the definition of mentoring, both formal and informal, and discusses the benefits of mentoring within higher education. Additionally, it highlights crucial aspects of effective mentors and offers guidance on being an effective mentee. [ABSTRACT FROM AUTHOR]

Graduate student development depends heavily upon effective mentoring. The ideal outcome is a scholar and/or professional who can work independently, not simply following in the footsteps and example of their mentor(s). In many instances, the developmental process requires the graduate student to be a mentor to others, whether that be for less experienced scholars (e.g., undergraduate students) or in a reverse mentoring role (e.g., guiding their faculty advisor). Effective mentoring is particularly challenging when the relationship is mediated through virtual engagement, which is the case for many online degree programs. The current article illuminates important considerations and strategies for success when facing these challenges. Particular attention is given to the openness framework, which highlights the importance of being open to change, feedback, action, and accountability. [ABSTRACT FROM AUTHOR]

Undergraduate students not only have the rare opportunity to experience mentoring from both the perspective of the mentor as well as the mentee, but also have the rare opportunity to experience the impact of mentoring on their leader and leadership development (LD) from both mentor and mentee perspectives. While mentoring is considered one of the most potent tools for LD, having a mentor or being a mentor does not automatically stimulate effective LD. This article will highlight cornerstones of effective mentoring practice when undergraduates are mentees versus mentors and will also offer new frontiers in undergraduate student mentoring research. [ABSTRACT FROM AUTHOR]

Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article. [ABSTRACT FROM AUTHOR]

Mentoring is a favoured practice in many fields, including teacher education. This article challenges the uncritical acceptance of the beneficial effects of mentoring, by developing a novel conceptual model which allows to theorise and study mentoring as a discursive practice, focusing on the relations between all actors involved (i.e. teacher educator, student teacher, mentor), located in broader socio-cultural contexts. The model integrates (elements of) positioning theory and frame analysis which together deliver the necessary conceptual tools to explain how mentoring triads exactly operate and why they operate as they do. The model is substantiated with empirical results from an exploratory single case-study of one mentoring triad from a teacher education provider in England. The article concludes with an agenda for future research, inviting the research community to engage with the proposed model to start building a broader evidence base in both the dynamics and outcomes (broadly defined) of mentoring. [ABSTRACT FROM AUTHOR]

Teachers' professional learning is a desired goal, which contributes to the improvement of educational outcomes. Some claim it can take place on the job, specifically when teachers co-teach with and mentor student-teachers. Nevertheless, only little is known regarding student-teachers' role in shaping the learning experience of mentor-teachers. We present findings from a multiple case study focusing on mentors' professional learning. We explain how student-teachers' professional agency and use of resources may create professional learning opportunities for mentors and influence their learning. We contend that unpacking this process can provide information on how teacher preparation programmes can cultivate student-teachers' agency and their influence upon mentor-teachers' learning. [ABSTRACT FROM AUTHOR]

The study aims to explore and analyse the perceived experiences of Slovenian pre-service teachers with their mentors during their teaching practicum, by using the 'Mentoring for effective teaching practice instrument (METPI)'. Conclusions were based on 105 responses using paper and pencil, collected from Slovenian pre-service teachers in their 4th year of study. The initial set of 62 items was shortened to 36 items for inclusion in the models. From two concurrent SEM models, it was concluded that students found their experiences related to Hudson's five-factor model, consisting of personal attributes of their mentor, modelling, pedagogical knowledge, system requirements and feedback, to be satisfactory, while their experience pertaining to Information and Communication Technology as a new, additional factor with reference to their mentor, was unsatisfactory. Several recommendations are made related to the dimensions, especially pertaining to Information and Communication Technology (ICT) tools. [ABSTRACT FROM AUTHOR]

The article focuses on the challenges faced by alternatively certified (AC) teachers entering the profession and their perceptions of new teacher induction programs, particularly mentoring. It mentions the diverse backgrounds of AC teachers, their struggles with understanding student motivation and classroom management, and the importance of effective mentoring to support their transition into teaching.

This study uses qualitative thematic analysis to explore intersectionality in public administration higher education mentoring. The authors consider mentoring today, questioning our ability to effectively mentor students and faculty across their professional career timelines within the context of their unique intersectionalities. This discussion helps lead to a powerful message about how best to navigate academic mentoring for faculty. Mentoring represents the convergence of numerous dynamic elements (i.e. intersectional attributes, program structures, career stage, etc.) that contributes to and influences the relationship that exists between the mentor and mentee. Mentoring, whether formal or informal, can play a huge role in the academic experience. It can contribute to the learning process and assist with career advancement. Mentoring through the lens of intersectionality can help individuals navigate barriers and obstacles, particularly as the workplace becomes more demographically diverse. [ABSTRACT FROM AUTHOR]

Teacher mentoring strategies provide new teachers (and experienced teachers, too) with crucial supports when they enter the real world of the classroom, attempt classroom management and instructional skills, improve their goals to remain in the classroom and the teaching profession, and help students to learn. The central research question, "Do experienced teachers still need mentors?" Data collection included an individual interview with a former study participant. Data analysis was thematic analysis by manual coding. Themes emanated were e-mentoring programs, high-quality mentorship programs, mentor roles and responsibilities, middle school teachers' attitudes toward the inclusion of students with disabilities, administrators' support for mentoring programs, and feedback for special education teachers. The findings were administrative support with a negative co-teaching experience and learning independently occur with and without a mentor. A limitation was a veteran teacher who was interviewed. The implication was that veteran teachers, especially special education teachers need mentors from the first-year of teaching and beyond. Social change was improving induction and mentoring programs to ensure that novice and veteran special education teachers continue teaching and remain in the teaching profession for a lifetime. [ABSTRACT FROM AUTHOR]

The value of mentorship for family and consumer sciences (FCS) professionals is emphasized by inclusion in five leadership development programs offered by FCS professional organizations. The American Association of Family & Consumer Sciences (AAFCS) Leadership Academy, Academy of Nutrition and Dietetics (AND) Leadership Institute, Council of Administrators of Family and Consumer Sciences (CAFCS) Emerging Leaders Workshop, Board on Health & Human Sciences (BHHS) Fellows Program, and the National Extension Association of Family & Consumer Sciences (NEAFCS) Extension Leadership Conference each include mentoring content and opportunities. Each organization, whether seeking to develop emerging, current, or future leaders, includes mentoring as a tool for developing FCS leaders. Components of each, including the models applied and the curriculum offered, include elements of mentoring (see Table 1). The purpose of this analysis is to examine perspectives on mentoring in FCS education and the profession, especially for women of color (WOC), as illuminated by the extant literature and the lived experiences of FCS students. [ABSTRACT FROM AUTHOR]

This paper reports on Indigenous early career researchers' experiences of mentoring in Australian higher education, with data drawn from a longitudinal qualitative study. Interviews were conducted with 30 Indigenous participants. A consistent theme in the findings and contemporary critical literature has been a reaction against institutionalised and hierarchical cloning and investment models of mentoring that reinforce the accumulation of White cultural capital, in favour of strength-based relational models tailored to build Indigenous cultural wealth in parallel with career development. We write from an equity-based standpoint addressing mentoring as a complex and raced space where individual Indigenous ECRs articulate a desire and will to develop a successful and meaningful career, rich in cultural wealth and with their identity intact. It is our intent that these findings will also have global significance and support the more sustainable and ethical career development of First Nation early career academics in relationally like colonised contexts. [ABSTRACT FROM AUTHOR]

A critical component of higher education for students is strong mentoring relationships and examples of positive role modeling. Post-survey results concluded that mentorship of course assistants by faculty within a course facilitated development of leadership and communication skills of mentees. One strategy for effective mentorship is to structure it using a layered approach, meaning faculty mentor junior colleagues/course assistants, who then mentor undergraduate students. [Extracted from the article]

Ph.D. training is an important mechanism for developing scientists who will serve our knowledge-based society. Because the quality of students who join Ph.D. programs significantly impacts the outcome of Ph.D. training, students' career choices at this initial stage—whether to proceed to Ph.D. or not—are of crucial interest. This study investigates how students' attributes and the local lab environment influence their career choices using a unique empirical design in the Japanese graduate education context. The results show that students with high scientific abilities are more likely to proceed to Ph.D., and that students are more likely to proceed to Ph.D. if the lab has a favorable local environment for research and for training. Importantly, the findings suggest that students' abilities and local environments interactively shape their career choices. In particular, high-ability students are drawn to local environments with high training capacities, whereas low-ability students are attracted to local environments with high research capacities. [ABSTRACT FROM AUTHOR]

This essay uses autobiographical detail as theorizing through experiences and observations of culture-building in organizational structures that work through the tensiveness of maintaining cultural systems even while engaging commitments to DEI-A. The essay is written through the perspective of a Black queer/quare scholar/administrator in shifting cultural and institutional contexts. The essay engages autoethnography as a culture-centered methodology, and culture-crafting through three critical autobiographical entries: "This Is How We Do It (Here): The Tensions of Onboarding and Orientation," "Mentoring for Consistency and Compliance (or for Possibility and Potentiality)?" and " The Squeaky Wheel Gets the Oil : A Conflicted Leadership Strategy." All examples are variations of actual experiences by the author between multiple academic institutions without the specificity of naming names or exact locations. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many initiatives aim to ensure students can access inquiry-based learning that positions them to address global problems such as climate change and economic inequality. However, in the U.S., curriculum that centers students' positions as activists is rare, particularly in schools that serve marginalized students. In this study, inquiry and advocacy, two activist teaching frameworks, were employed in preservice elementary teacher education through the use of mentoring experiences. A longitudinal multiple case study, which relied on Cultural Historical Activity Theory, examined the appropriations of inquiry and advocacy made by teachers in their first two in-service years. Findings suggest that across activity settings, teachers adapted inquiry and advocacy by using key tools such as informational texts, by aligning their work with accepted initiatives and addressing state standards, and by cautiously choosing mentors. Findings suggests that researchers must increase their attention to preservice teacher typology and the different features of activity settings in studies evaluating the value of preservice learning. Implications for teacher education programs are discussed. [ABSTRACT FROM AUTHOR]

This article describes the rationale, development process, and initial activities and outcomes of a faculty mentoring guild that engages experienced faculty volunteers in supporting their near peers in navigating their teaching, research, service, and life expectations and obligations. The purposes of this article are to (1) describe the mentoring guild model; (2) provide a research-based rationale for a craft model of faculty support; (3) detail examples of mentoring guild activities, including the benefits and challenges; (4) recount explicit and implicit personal and professional outcomes for mentoring guild members; and (5) offer activities and lessons learned that faculty developers and institutions may consider if they want to begin their own craft-based or mentoring guild model. [ABSTRACT FROM AUTHOR]

Macro-teaching is a technique used to prepare trainee teachers for the real classroom setting. This technique enables trainee teachers to experiment and learn relevant teaching skills through interactions with their lead mentors and mentors. This study assessed the attitude of trainee teachers towards macro-teaching from the perspective of lead mentors and mentors. The study also assessed the importance of school resources in macro-teaching exercise. Using a qualitative case study research design, and Braun and Clarke's inductive thematic analysis approach 194 respondents' responses were used for analysis. The study findings revealed a positive attitude among trainee teachers toward the macro-teaching exercise. It also revealed that school resources, particularly infrastructure and teaching and learning resources were inadequate and also not available in some public basic schools in the Bono East region. The findings found this to adversely affect trainee teachers' competency development in the teaching profession. The study recommends that the Ministry of Education through the Ghana Education Service should provide school resources such as staff common rooms and reading materials for basic schools in the municipality to promote quality teaching and learning in schools. [ABSTRACT FROM AUTHOR]

The purpose of this journal is to present the development and implementation of a virtual incubator aimed at assisting students in establishing their businesses. The virtual incubator offers the flexibility and accessibility required for entrepreneurial endeavors to thrive in an increasingly interconnected world. The research methodology employed a research and development approach, combining interviews with key personnel from university incubator departments, lecturers, and students, as well as conducting Focus Group Discussions (FGDs). The collected data informed the creation of a virtual incubator prototype, which was subsequently tested at the Nobel Indonesia Institute of Technology and Business. The virtual incubator serves as an assistant to student entrepreneurs, providing them with the necessary tools and resources to develop their business ideas Virtually. By utilizing information and communication technologies, the virtual incubator enables students to access mentorship, networking opportunities, and relevant resources regardless of their physical location. This eliminates geographical barriers and allows students to work on their businesses at their convenience, promoting a flexible and conducive entrepreneurial environment. The research findings demonstrate the successful implementation of the virtual incubator prototype, showcasing its effectiveness in supporting student entrepreneurs. Through interviews and FGDs, insights were gained into the preferences and requirements of students, as well as the challenges they face when establishing businesses. These findings guided the development of a user-friendly and comprehensive virtual incubator platform. [ABSTRACT FROM AUTHOR]

This paper examines the overt and covert racism Black professors experience within the context of mainstream university teacher education programs. Informed by literature from Canadian sources and the authors' personal experiences, the paper challenges the perception that Canadian postsecondary teacher education is amenable to honest, open discussion and debates regarding racism. The common view of Canada as an inclusive and welcoming society needs re-examining given the degree of resistance that is encountered by racialized professors while teaching contentious topics, including racism and antiracism. A call is made for teacher education programs to revamp their curricula and to embed critical race and antiracist literature in all courses, in addition to recruiting, mentoring and retaining Black professors, senior administrators, staff and students. [ABSTRACT FROM AUTHOR]

• Written in a conversational tone, this memoir delves into the remarkable life of Professor (Dr.) Sudha S. Bhat, an iconic figure in Indian pathology and transfusion medicine. • Formerly heading the Department of Immunohematology and Blood Transfusion at the prestigious Kasturba Medical College Manipal, Karnataka, her life story unfolds with rich anecdotes, profound dedication to teaching, and invaluable experiences. • As we further, delve into her memoir, we uncover not just her professional achievements but also the profound personal impact of her life's journey on the authors' minds. Through this memoir, we wish and hope to inspire those reading it. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles within the issue on topics including college student transition, student learning development, mentorship and student leader training.