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Peer mentoring programs have been shown to assist students with their college transition, and this study sought to understand the effects of peer mentorship participation of students in a STEM major. Using a semistructured interview method, six participants of a student-run, volunteer, peer mentorship program within the [Undergraduate STEM Program (USP)] provided participant feedback in one-on-one interviews. Using the constant comparison method, program outcome categories were identified based on participant responses. Participants were positive about the program and its benefits, including personal growth, development of a sense of responsibility for others, and learning from those who had gone through the program previously. However, issues with consistent engagement were identified that may be addressed through modifications to program structure and clarification of role expectations. Recommendations are included to address participant concerns. [ABSTRACT FROM AUTHOR]

Extra-curricular activities, such as playing sport and participating in mentoring programmes, have physical and mental health benefits for individuals. For adolescents particularly, nurturing these interests has the potential for positive outcomes in academic attainment and personal development, an increase to self-esteem, and positive development of relationship skills. This study explored the understanding and attitudes that 11 adolescents, aged 13–16 years, enrolled on a West Midlands-based charity's sports and mentoring programme, had towards their participation through the form of semi-structured focus groups. Thematic Analysis was performed, and three key themes were identified: (i) Positive changes to their behaviour, (ii) Connections with the mentors, and (iii) The difference the mentoring programme has made to their lives. The findings demonstrated that the mentoring programme was beneficial and had favourable impact on the adolescents involved and support the need for such programmes to be further developed and promoted for youth to access. [ABSTRACT FROM AUTHOR]

Although mentoring interventions have helped to advance diversity, equity, and inclusion (DEI) goals within STEM fields, even the most efficacious programs can be undermined without intentional cultivation of the broader mentoring ecosystem. This study examines participants from eight campus teams that engaged in a multi-session process of learning about a STEM-mentoring ecosystem (STEM-ME) framework, learning particular terminology, including 'champions' and 'stewards' within the system (i.e. who is advocating for and resourcing mentoring, respectively), and tools to inventory, map and analyze their mentoring ecosystem. Qualitative research, guided by interpretive phenomenological analysis, focused on (a) completed inventory tools, (b) visual mapping exercises, and (c) field notes from meeting sessions. The results indicate that the STEM-ME framework and new terminology facilitated important insights into possible synergies within the system. The opportunity to visualize an institutional ecosystem for concentrations of and gaps in activity helped to identify potential vulnerabilities and places to invest. [ABSTRACT FROM AUTHOR]

Mentoring is a common practice in higher education institutions and scientific fields. Undergraduates approach faculty members who are working on topics that match their research interests. We conducted a study to compile a qualitative synthesis of research on the mentorship experience of undergraduate science students with faculty mentors. We used the stages of meta-ethnography to guide our study. Meta-ethnography involves identifying concepts from qualitative studies to translate them into a line of argument. We screened 2,888 titles and abstracts, 71 full texts, and included 13 studies in the synthesis. We identified and organized nine conceptual categories into two themes: student success and engagement, and barriers to student progression. The findings show that faculty mentorship is key to supporting student retention and increasing the scientific pipeline. [ABSTRACT FROM AUTHOR]

Academic deans in higher education can benefit from various types of mentoring to compensate for limited, formal administrative training. Using a nationally disseminated survey, we examined academic dean engagement with critical friends as one form of mentoring for their leadership development. The national survey included 27 items addressing deans' backgrounds, their critical friend engagement, and specific topics of consultation. Some 98 academic deans completed the electronic survey with a decided majority reporting that they consulted with critical friends inside and outside their institutions. Critical friends most often tended to be assistant/associate deans, dean colleagues, department chairs, Provosts/CAOs, and significant others. Prior deans, White deans, and deans at institutions with several schools/colleges engaged critical friends more frequently. The predominant topics of discussion with critical friends were personnel issues, contentious colleagues, conflict resolution, and feelings about their jobs. Further exploration of the use of critical friends as a form of informal dean mentoring appears warranted. [ABSTRACT FROM AUTHOR]

Mentoring aimed at professional development of preservice teachers (PTs) in teacher education is a complex practice. The use of tools has potential to enhance mentoring practices; however, research on using tools in mentoring is often focused on applying a single tool. This qualitative study analyses two dyads of mentor and PT's structured and holistic mentoring with tools. The tools were developed to elicit PTs' diverse needs in practicum; the three tool-packages build on a a) simulator-based tool, b) response-based tool, and c) video-based tool. Further, the theory of practice architecture (TPA) provided a frame to understand mentoring practices with the holistic use of tools as interplay among cultural – discursive, material – economic, and social – political arrangements. The findings indicate that tools prefigure participants' talk as well as how they act and relate to each other and the tools. This paper presents new insight on how tools can enhance quality in mentoring. [ABSTRACT FROM AUTHOR]

Crediting Vygotsky in introducing perezhivanie, I argue that perezhivanie acts analogously to reflection in problem solving and much beyond that and can be used as a developmental tool for teachers. Analyzing teacher's perezhivanie, a mentor can better understand their practice. Teachers' perezhivanie is a psychological reaction to a problematic situation in the classroom, comprising several stages from cognitive dissonance to meaning making, and performing a new activity to resolve the problem. My argument is based on a narrative study into 10 university language teachers' experiences. Using the structural elements of the narrative, data from one participant were iteratively analyzed and presented in this article to discuss the teacher's perezhivanie when she tried to solve emerging problems in the classroom. The analysis traces the relation of two immanent characteristics of perezhivanie, its process and content, to teachers' agency. The article suggests how perezhivanie can be meaningfully incorporated into in-service mentoring programs. [ABSTRACT FROM AUTHOR]

The editorial "Setting the Stage for a New Prologue" reflects on the editors' 6-year tenure at Teacher Education and Special Education (TESE) and their efforts to uphold the journal's mission. The editorial highlights the importance of advancing equity, improving measurement, and embracing methodological diversity in teacher education and special education research. Recommendations include conducting more research on diversity, equity, and inclusion, enhancing valid and reliable measures, and utilizing collaborative research models to promote equity and social justice. The editorial concludes by expressing gratitude to collaborators and welcoming the new editorial team. [Extracted from the article]

Background: The professional identity of doctors is evolving with physicians now required to be 'scholars', facilitating the education of students and healthcare teammates as educators. Mentoring is widely practiced and is postulated to facilitate professional identity formation (PIF) through socialization. Preliminary literature review suggested few studies looking into how formal mentoring programmes affect PIF of novice clinician educators, particularly an Asian context. I hope to understand the perceived professional identity of such educators, and what changes in professional identity are observed after longitudinal mentorship, using the social cognitive career theory (SCCT) as an underpinning framework. Methods: A qualitative study explored perspectives of mentees with less than two years teaching experience and participating in a formal mentoring programme. Semi-structured interviews were conducted at the beginning and end of the programme. Thematic analysis and coding of these taped and transcribed interviews was performed and triangulated with an elite interview. Mind maps were constructed to appreciate the inter-relatedness of themes and evaluated using the SCCT framework. Methodology was anchored to the Consolidated Criteria for Reporting Qualitative Research checklist. Results: Seven mentees were recruited. All were Chinese except for two Indians. All had less than six months experience with educational activities. None had formal training in medical education. Median duration postgraduate was six years. One was from a surgical discipline, others were from a range of medical disciplines. Themes identified included background influences, learning experiences and outcome expectations which affected self-efficacy, leading to mentees attaining goals and performing actions which effected their professional identity development, which was in-turn affected by contextual influences. Most perceived themselves as clinicians rather than medical educators. Concepts underpinning PIF included socialisation (role modelling and mentorship, communities of practice, sense of belonging), experiential learning, the hidden curriculum and reflective practice. Conclusions: Novice clinician educators mostly have a hierarchical identity. Role modelling and mentorship, active participation in communities of practice, promotion of a sense-of-belonging, experiential learning combined with reflective practice are important components for socialisation, synergistically facilitating PIF in novice clinician educators. Overcoming contextual barriers, being cognisant of cultural practices and addressing concerns in the hidden curriculum can assist educators in development of their professional identity. [ABSTRACT FROM AUTHOR]

This configurative review explores how nurturing and enacting a communityoriented praxis (COP) in teacher education can enhance teacher candidates' preparedness for teaching roles whilst addressing some broader educational and societal concerns. Here, CoP is defined as practices that consider, connect with, and draw on local community strengths, needs, and aspirations for the good of individuals, communities, and society more broadly. We review 31 cases in 37 articles on explicitly community-oriented teacher education (COTE) initiatives from nine country contexts where teacher educators, school-based mentors, and members of local communities collaboratively facilitate the learning experiences of participants in teacher education (i.e., teacher candidates). An analysis of the motivations, processes, and outcomes of the initiatives in the COTE cases highlights benefits such as developing teacher candidates' pedagogical content knowledge and research competence; fostering social justice consciousness and critical action; and facilitating the sustainable recruitment and retention of teachers especially in marginalised contexts. Implications and possible directions for teacher education are discussed. [ABSTRACT FROM AUTHOR]

This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Methods Results Conclusions Impact Patient and Public Contribution The aim of this secondary analysis was to explore newly graduated perioperative nurses' experiences of transitioning to clinical practice to gain more in‐depth knowledge of this phenomenon.A qualitative explorative study of secondary data was used, and this study was reported following the Consolidated Criteria for Reporting Qualitative Research checklist.A secondary analysis of data collected between March 2019 and November 2020 via 16 semi‐structured interviews with newly graduated perioperative nurses. The interviews were conducted 3 to 5 months after they graduated from five different educational institutions in Norway and entered clinical practice as perioperative nurses. A three‐step phenomenological hermeneutical analysis inspired by Ricoeur's theory was applied: naïve reading, structural analysis and comprehensive understanding.We identified three themes: expectations of competence, facilitation for newly graduated perioperative nurses and the transition from being a student to a newly qualified perioperative nurse.Newly graduated perioperative nurses emphasised the critical role of supportive facilitation, manageable expectations and support from leaders and colleagues, which seemed essential for a successful transition to clinical practice.This study addresses knowledge essential for universities, universities colleges and clinical practice, specifically healthcare organisations, to understand the transition process for newly graduated perioperative nurses. This can support the establishment of improved practices to ensure patient safety via more specific education and mentoring and more accurate expectations of competence.No patient or public contribution. [ABSTRACT FROM AUTHOR]

Research labs promote students’ engagement with research and can serve as a creative and relational pathway for increasing research competence and identity. In this conceptual article, we present an example of our research lab initiative for master’s students, including the components, processes, and considerations in developing a research lab in counselor education. Based on existing literature, our research experience, and student feedback, we provide a replicable framework for the establishment and management of a research lab. In addition, we describe our efforts for facilitating student research engagement by creating opportunities for students to engage with elements of the research process, receive deliberate mentorship, and curate a culture that promotes research identity. We offer considerations for counselor educators based on feedback and lessons learned. [ABSTRACT FROM AUTHOR]

The rapid expansion of the knowledge society, due mainly to the ubiquity and access of information and communication technology (ICT), places a professional demand on teachers to acquire relevant knowledge to make use of technology in their classrooms. Thus, for teachers to effectively integrate ICT into their teaching repertoire, they must transform their pedagogical practices. In this regard, the quality of pre-service and in-service training is pivotal in preparing teachers for effective technology integration. Utilising a case study approach and Activity Theory principles as a theoretical lens, this study set out to explore the influence of ICT as a tool of instruction on the classroom practice of in-service teachers in Rwanda. Qualitative methods were employed to capture data through interviews, observations, and document analysis. Data was analysed using content analysis to understand in-service teachers' constructions about learning through ICT and how it influenced their classroom practice. The investigation of the influence of ICT as an instructional tool to in-service teachers yielded unique patterns of their ICT learning-teaching experiences. The findings were two-fold. First, the ICT learning experiences of the in-service teachers changed their perspective towards teaching and learning with ICT in their own classrooms. Second, the teacher participants vicariously mirrored their lecturers' use of ICT in their own classroom practice. This unintended experience created affordances for the in-service teacher trainees to not only learn 'about' ICT, but significantly 'how to teach' pedagogically with ICT. It is crucial for teacher trainees to experience the same type of learning environments they are expected to create in their own classrooms. [ABSTRACT FROM AUTHOR]

Beginning teachers face numerous challenges when entering the profession. Their needs range from classroom management to emotional support, and mentors play a crucial role in addressing these challenges. This article explores the primary needs of novice teachers and how effective mentoring can help them navigate their first years in primary education. Drawing on both international research and Romanian educational practices, this paper highlights the importance of structured, supportive mentorship programs in shaping successful teaching careers. [ABSTRACT FROM AUTHOR]

This case study examines joint reflection in the context of peer group mentoring during the teaching practicum, involving three pre-service teachers and a mentor engaging in discussions supported by the video recorded lessons taught by the pre-service teachers. The approach to joint reflection was non-prescriptive and pre-service teacher-initiated. The roles of the peer group and the mentor are explored in the light of their impact on pre-service teachers' joint reflection process. The findings challenge prior research by demonstrating that pre-service teacher-initiated reflection has the potential to assist peer groups in creating a common language and learning context to acquire practicum knowledge, develop practical tools and build inferential knowledge. The findings also reveal that mentors' role needs not be directive, but they can maintain the role of a co-reflector throughout the peer group mentoring process. The implications for teacher education are discussed. [ABSTRACT FROM AUTHOR]

Mentoring has proved to be an effective supporting practice for students in higher education in terms of building networks, a stronger professional identity and guiding their career aspirations. However, we lack a deep understanding of what attracts experienced experts to invest time and energy into guiding students. The latest studies suggest that motives to mentor are strongly prosocial. In this qualitative study, we apply the concept of benevolence, which refers to the individuals' need to sense that they are positively impacting others' lives. The approach provides a new perspective on mentors' motives by directing the focus beyond actions they interpret as benefitting others to encompass how they interpret their impact on students and possibly acquire benefits themselves. Benevolent acts should not be considered solely from the perspective of benefitting the recipient but also are intended to provide something to the giver. [ABSTRACT FROM AUTHOR]

Participation in research networks is inevitable for the female scientists in the Science Technology Engineering and Mathematics (STEM) fields because they provide a platform for collaborative activities. New research communities of women are created to support each other through mentoring, advancing shared research interests, coorganizing conferences with men, participating in the editorial and the publications. It was on this basis that this study explored how female scientists were uplifted by research networks in STEM fields in public universities in Uganda. This study was anchored on the existential phenomenology by Martin Heidegger in the interpretive world view. Eight female scientists in research networks in STEM fields in public universities in Uganda were interviewed and they were selected from the hard applied and hard pure disciplines as classified in Becher and Biglan's typology of academic disciplines. Using thematic analysis, two themes such as research collaboration activities and capacity development emerged in this study. This qualitative study set out to explore how female scientists were uplifted in research networks in public universities in Uganda.The public universities included Makerere University, Mbarara University of Science and Technology, Gulu University and Busitema University. Both semi-structured interviews and document check data generation strategies were used in this study. In semi-structured interviews, a sample comprising eight female academics with not less than five years in research networks in public universities were selected, while documents such as the annual reports and strategic plans were used. This study concludes that research networks are uplifting the female scientists in STEM fields in public universities in Uganda because they were internationally exposed, networked, funded, research skills were strengthened, and progressed in career. This study concludes that it was important for female scientists to access physical and human resource in their research networks as this increased their research performance and outputs in STEM fields in public universities in Uganda. This study therefore recommends that, to uplift female scientists in research networks in STEM fields in public universities in Uganda, female scientists in the research networks and senior colleagues should act as ambassadors and mentors to young female scientists in STEM fields. [ABSTRACT FROM AUTHOR]

This article examines the process of preparing and developing music teacher educators. It emphasizes the importance of learner-centered teaching and collaboration among music department instructors. The article also discusses the complex process of becoming a teacher educator, which involves both learning and a shift in identity. It highlights the significance of doctoral education in music teacher preparation and provides suggestions for improving doctoral programs, such as creating an equal and non-hierarchical community, emphasizing presentation and publication experiences, and providing strong mentoring. The article concludes by calling for increased research and support for the growth and development of music teacher educators throughout their careers. [Extracted from the article]

Purpose: Despite numerous mentoring strategies to promote academic success and eligibility in medicine, Black students remain disproportionately underrepresented in medicine. Therefore, we conducted a scoping review to identify the mentoring practices available to Black pre-medical students, medical students and medical residents, specifically the mentoring strategies used, their application, and their evaluation. Method: Between May 2023 and October 2023, the authors conducted a literature review. Studies that described a mentoring strategy applied among Black learners were eligible for inclusion, and all years of publication were included. Two reviewers screened each article using the Covidence tool, and conflicts were resolved by a third author. All reviewers extracted the data to summarize the various mentoring practices. Results: After screening 6292 articles, 42 articles met the criteria for full review. Of these, 14 studies were included in the study. Mentoring practices for Black students included peer mentoring, dyad mentoring, and group mentoring. Mentoring was typically offered through discussion groups, educational internships, and didactic activities. Evaluation of mentoring programs took into account (1) pass rates on medical exams (eg, MCAT, Casper), (2) receipt of an invitation to a medical school admissions interview, (3) successful match to a competitive residency program, and (4) a mentee's report of the overall experience and effectiveness of the program. Conclusion: This review is the first, to our knowledge, to focus on mentoring strategies implemented among Black learners in medicine. The results will inform mentoring strategies adapted for Black learners and will therefore address the underrepresentation of Black students in medicine. [ABSTRACT FROM AUTHOR]

Background/objectives: We aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs. Methods: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes. Results: Of the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload. Conclusion: Evidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes. [ABSTRACT FROM AUTHOR]

The article offers suggestions on how community-based mentoring practices can help dismantle the carceral education system. Topics discussed include barriers to academic and professional success facing Latin American youth such as racism, poverty and lack of citizenship, mentoring as an approach to fill a familial gap, and educational mentoring strategy for teaching resilience and access to higher education, and mentoring as a navigational tool for higher education.

This article discusses the implementation of an "enquiry as a way of being" approach to professional learning in a primary school in Wales. The program aimed to support teachers and leaders in developing a deep understanding of their practice and making informed decisions based on evidence. The article emphasizes the importance of teachers and leaders having robust rationales for their practice and highlights the benefits of collaborative and inclusive school cultures. It acknowledges that adopting an enquiry-based approach requires time and effort but can lead to improved staff relationships, shared understandings, and better accountability. [Extracted from the article]

In this article, Andrea Dyrness, Jackquelin Bristol, and Daniel Garzón explore how cultural mentoring with elementary students was enacted by undergraduate and graduate students from minoritized backgrounds attending a predominantly white university. They examine how these mentors engaged with a framework of community cultural wealth and borderlands pedagogies of acompañamiento in their interactions with their mentees and in their own and collective reflections. Using testimonies and ethnographic data, the authors illustrate participants' mutual engagement in the ongoing struggle to make sense of and confront structural injustice and argue that acompañamiento illuminates the reciprocal, transformative relationships between university and elementary students of color in the shared process of developing their critical consciousness. [ABSTRACT FROM AUTHOR]

Coaching is grounded in three knowledge components: professional, interpersonal and intrapersonal knowledge. Coach development research has shown that coaches value contextual, in situ, learning with mentors more highly than formal, mediated programs that are offered by sporting bodies, which often provide generic content. The aim of this paper is to present the findings of an evaluation of a Coach Developer Program that was implemented across 6 community sports clubs in the southern suburbs of South Australia. The program provided guidance to the clubs in the development of a designated Coach Developer role to support coaches and their practice. This study utilised pre and post program surveys that contained qualitative and quantitative questions. 2 club administrators, 3 coach developers and 29 coaches from the 6 clubs participated in an online pre-program survey, and 22 coaches and 2 coach developers participated in an online post-program survey. Some coaches believed their coaching was positively impacted on the introduction of a Coach Developer role within their club, and the coaching mentoring promoted as part of the Coach Developer Program, however, many were unsure if their coaching practice had been impacted. Therefore, the perceived usefulness of the role of a Coach Developer was considered equivocal in terms of the overall impact. However, when considering individual impact, the role was beneficial for focussing coach development and support. Given the preference of coaches for in situ mentoring expressed in this project and the extant literature, we recommend that governing bodies and community clubs invest in purposeful in situ learning, such as the Coach Developer Program trialled in this study. [ABSTRACT FROM AUTHOR]

Potential-oriented counseling of students in foreign language learning is becoming increasingly important. In this article, we present the 5-phase hero's journey of language learning counseling as a practical, adaptive guide to structuring the counseling process to prepare (prospective) teachers for their counseling task. In this context, teachers see themselves as mentors who support their coachees as heroes on their learning journey. [ABSTRACT FROM AUTHOR]

Preserving and documenting the contributions of leading scholarship within criminology and criminal justice is essential to understanding the history of the field and serves to reaffirm high scholarly standards among the next generation of scholars. The current study, drawing from a leading professional organization within the field, the Academy of Criminal Justice Sciences (ACJS), engages an oral history documentation of the recipients of the three most prestigious ACJS accolades. These awards are bestowed to respected, well-known scholars, although only six total in the history of the organization have been awarded all three, two have since passed away. We conducted in-depth interviews utilizing a semi-structured questionnaire with the four remaining Triple Crown winners. The importance of collaboration with other scholars is a key theme highlighted throughout, including in the capacity of official and unofficial mentors, external funding, publications, and professional organizations, to name a few. [ABSTRACT FROM AUTHOR]

An interview with Michael Hacker, co-director of the Center for Stem Research at Hofstra University in New York, is presented. Hacker describes his education while growing up in New York City and he talks about the industrial arts/technology education institutions in New York. He describes his career in education and the nature of the technology education curriculum in New York. He discusses his decision to move towards engineering education and several National Science Foundation projects.

This article highlights how mentors in spoken word poetry workshops drew on culturally sustaining pedagogy, modeled their own creativity and vulnerability through their poetry, and amplified the voices of youth poets by encouraging them to explore their identities and grapple with inequities in their own lives. Situated in western Sydney, one of the most culturally and linguistically diverse communities within Australia, the article focuses on the Real Talk program, a 6‐week school‐based spoken word poetry workshop organized by the Bankstown Poetry Slam, the largest slam in the southern hemisphere. It examines the critical role that mentor poets play in supporting young people's storytelling through spoken word poetry. [ABSTRACT FROM AUTHOR]

This article explores the development of Christian leaders and compares it to secular leadership development. It emphasizes that Christian leadership development goes beyond knowledge and skills and focuses on personal faith formation and character development. The article discusses the distinguishing characteristics of Christian leadership development, including the concept of calling and the mission to fulfill Christ's purposes. It also highlights the aim of Christian leadership development, which is to pursue God's purpose rather than personal agendas. The article further examines various strategies for Christian leadership development, such as mentorship, followership, discipleship, and coaching. The article discusses the importance of coaching as a professional development component for educational leaders. It highlights the impact of coaching on leadership development and suggests that incorporating spirituality into coaching can enhance leaders' effectiveness. The article also emphasizes the role of experience and everyday interactions in developing leadership identity and skills. It concludes by stating that there is a need for a clear and comprehensive strategy for Christian leadership development that includes relational approaches and practical experiences. [Extracted from the article]

This qualitative study explores the early implementation of a university school leadership preparation program and school district collaborative effort to develop school leaders and sustain leadership capacity in nine rural school districts. Emerging findings drawn from survey, focus-group, and participant observation data include (a) the development of a strong leadership network of professional relationships that included peers and district mentors, (b) a sense of individual leadership growth and targeted professional development preparing participants for their next leadership role, and (c) an emerging statewide rural school leadership development network. [ABSTRACT FROM AUTHOR]

In public schools in the United States, the work of an ESOL student teacher is characterized by relationships with multiple mentors, including a university supervisor. Through retrospective narrative accounts, this study examines what currently practicing teachers of multilingual learners retained of their supervisors' feedback from their student teaching days, and what nuggets of supervisory wisdom continue to resonate with them throughout their teaching careers. The researchers developed this qualitative study using a social constructivist lens informed by Carless and Winstone's (2023) feedback literacy dimensions. Interviews were conducted with eight current teachers to probe their recollections of supervision and integration of supervisory feedback into their practice. Findings suggest that the participants recalled a sprinkling of memories and continued to draw on a few pieces of supervisory advice in their current practice. Supervisors and student teachers demonstrated design, relational, and pragmatic dimensions of feedback literacy, though the relational (i.e., the quality of the relationship between supervisor and student teacher) was the most enduring, even if the specifics of the supervisory feedback faded. Implications suggest that teacher education programs can hone the purpose, mission, and methods of supervision by targeting the dimensions of feedback literacy to make supervisory feedback more constructive and impactful. [ABSTRACT FROM AUTHOR]

This single-site case study investigates the effects of a culturally responsive teaching professional development (CRPD) program on seven teacher educators' self-efficacy and implementation of culturally responsive practices in their coursework. Over five years, the study involved evaluating existing coursework, educator training, community partnerships, and curriculum revisions. Quantitative and qualitative data, including a culturally responsive teaching self-efficacy survey, syllabi content analysis, interviews, exit tickets, and classroom observations, were collected and analyzed. Results show a positive impact of the PD on educator self-efficacy in implementing CR practices, promoting inclusive learning environments, fostering meaningful classroom relationships, improving assessment and instructional practices, enhancing discourse strategies, and cultivating critical consciousness among both educators and students. Cross-disciplinary collaboration, collaborative mentorship, and sustained personal and professional growth emerged as crucial elements in this transformative process. The study highlights the significance of targeted support and training for educators to effectively integrate CR practices into their teaching. [ABSTRACT FROM AUTHOR]

This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how teacher educators, mentors, and student teachers make sense of the placement experience and distribute mutual rights and duties. Data were derived from observations of debriefs and in-depth interviews with all actors involved. Results reveal four different frames: the quality assurance frame, the school-university partnership frame, the socialisation frame, and the expert teacher frame, each opening up particular positions but also closing off others. This study challenges the uncritical acceptance of the benefits of triadic mentoring, while also offering a novel theoretical perspective for the study of its complexities. [ABSTRACT FROM AUTHOR]

Introduction: To achieve quality midwifery education, understanding the experiences of midwifery educators and students in implementing a competency-based pre-service curriculum is critical. This study explored the experiences of and barriers to implementing a pre-service curriculum updated with emergency obstetric and newborn care (EmONC) skills by midwifery educators, students and mentors in Kenya. Methods: This was a nested qualitative study within the cluster randomised controlled trial investigating the effectiveness of an EmONC enhanced midwifery curriculum delivered by trained and mentored midwifery educators on the quality of education and student performance in 20 colleges in Kenya. Following the pre-service midwifery curriculum EmONC update, capacity strengthening of educators through training (in both study arms) and additional mentoring of intervention-arm educators was undertaken. Focus group discussions were used to explore the experiences of and barriers to implementing the EmONC-enhanced curriculum by 20 educators and eight mentors. Debrief/feedback sessions with 6–9 students from each of the 20 colleges were conducted and field notes were taken. Data were analysed thematically using Braun and Clarke's six step criteria. Results: Themes identified related to experiences were: (i) relevancy of updated EmONC-enhanced curriculum to improve practice, (ii) training and mentoring valued as continuous professional development opportunities for midwifery educators, (iii) effective teaching and learning strategies acquired – peer teaching (teacher-teacher and student-student), simulation/scenario teaching and effective feedback techniques for effective learning and, (iv) effective collaborations between school/academic institution and hospital/clinical staff promoted effective training/learning. Barriers identified were (i) midwifery faculty shortage and heavy workload vs. high student population, (ii) infrastructure gaps in simulation teaching – inadequate space for simulation and lack of equipment inventory audits for replenishment (iii) inadequate clinical support for students due to inadequate clinical sites for experience, ineffective supervision and mentoring support, lack/shortage of clinical mentors and untrained hospital/clinical staff in EmONC and (iv) limited resources to support effective learning. Conclusion: Findings reveal an overwhelmed midwifery faculty and an urgent demand for students support in clinical settings to acquire EmONC competencies for enhanced practice. For quality midwifery education, adequate resources and regulatory/policy directives are needed in midwifery faculty staffing and development. A continuous professional development specific for educators is needed for effective student teaching and learning of a competency-based pre-service curriculum. [ABSTRACT FROM AUTHOR]

Background: Work-integrated learning (WIL) is a core aspect of allied health education. WIL placements typically focus on developing clinical skills, with broader conceptions of work readiness a secondary consideration. Near-peer mentoring (NPM), where senior students mentor junior students, is one WIL placement model that holds promise for developing students' work readiness, along with additional benefits for educators and service users. While there is emerging evidence of the benefits of NPM in allied health, a more comprehensive understanding of the design and outcomes of NPM WIL placements for allied health students, their educators and service users is needed. Methods: A systematic search of seven electronic databases (CINAHL, ERIC, ProQuest Education, Medline, PsychInfo, EMBASE and Scopus) from 2003 to 2022 was conducted with 4195 records reviewed. Included studies reported on near-peer mentoring between at least one of the identified 11 allied health professionals providing services to real people (i.e. not simulation). Data extracted included pedagogical approaches, type of service model and relationship of peers to each other and educator, objectives for implementing the NPM, and effects for students. Quality appraisal was undertaken using the Standards for Reporting of Qualitative Research (SRQR). Results: Fourteen studies met the inclusion criteria. The majority were North American in origin, from the disciplines of pharmacy, physiotherapy, psychology and occupational therapy, and used a range of research designs. Four types of placement design were observed from incidental co-location of students and observing outcomes through to deliberate preparation of students and/or educators for their roles in a NPM placement. Outcomes for junior students included lowered anxiety leading to increased confidence and motivation to learn and thus enhanced clinical skills. Senior student outcomes included development of educator skills, increased confidence, and enhanced professional reasoning. Service users and educators also benefited from NPM; however, evidence was sparse in these areas. Conclusion: The evidence supports near-peer mentoring as a valuable WIL model to support work readiness, and several general pedagogical designs are evident. Future research should design NPM WIL with a greater integration of educational theory and evaluate outcomes beyond satisfaction and self-reported experiences. [ABSTRACT FROM AUTHOR]

Aim Design Methods Data Sources Results Conclusion Implications for the Profession and/or Patient Care Impact Reporting Method To synthesize evidence on healthcare professionals' experiences of competencies in mentoring undergraduate healthcare, social care and medical students during their interprofessional clinical practice.This review was conducted by the JBI methodology for systematic reviews of qualitative evidence.Studies were included if they were based on the phenomenon of interest and used qualitative or mixed methods (qualitative share). The included studies were critically appraised using the standardized JBI Critical Appraisal Checklist. Qualitative research findings were extracted and synthesized using the meta‐aggregation approach.Five databases (CINAHL, PubMed, Scopus, Medic and ProQuest) were systematically searched from each database's inception on 28 June 2023.A total of 5164 studies were initially screened, and 25 were identified for inclusion in this review. Three synthesized findings were identified: competencies related to (1) preparing for and developing interprofessional clinical practice, (2) supporting the learning process in interprofessional clinical practice and (3) creating an interprofessional mentor identity.Although competent mentors are essential to implementing and developing interprofessional clinical practice, some mentors find interprofessional mentoring challenging. High‐quality interprofessional mentoring requires specific competence that differs from profession‐specific and individual mentoring.To ensure that interprofessional clinical practice is of high quality and strengthens students' professional and interprofessional growth, special attention should be given to mentors' interprofessional mentoring competence, and a range of opportunities and organizational structures should be provided for competence development.This systematic review provides insights into the specific competencies required for interprofessional mentoring. These findings can support healthcare professionals, educators and policymakers in developing interprofessional clinical practice and mentoring competence.This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) statement and ENTREQ reporting guidelines.No patient or public contribution. [ABSTRACT FROM AUTHOR]

Effective support of student teachers is critical to the teaching profession. This research involved student teachers and those who support student teachers on a new two-year Postgraduate teaching course. Using a range of data collection, including creative methods such as the use of artefacts, participants' interpretations of effective mentoring were explored. It is reported that it is important that mentors volunteer for, and proactively engage in their mentoring role. Also, that sufficient time is allocated to undertake mentoring responsibilities, which include frequent mentor meetings and professional learning. Key aspects identified for effective mentoring include the importance of a trusting relationship between the student teacher and mentor; nurturing student teacher self-reflection and ensuring that student teachers observe a range of teaching styles. The implications of the findings include the improvement and development of support materials for the programme's mentors along with sharing effective mentoring practice case studies, that showcase effective approaches in different school contexts. [ABSTRACT FROM AUTHOR]

Measures aimed at newly qualified teachers (NQTs) in Norway are characterized by ambitious policy expectations, though with leeway for practitioners. This article investigates how NQTs perceive practices enacted to include them in the teaching profession while identifying the actors of such practices. We use practice architectures theory and the notion of ecology of educational practices to analyze conditions associated with mentoring and induction practice. Findings show that NQTs in Norway perceive mentoring and follow-up arrangements as limited and poorly adapted to their needs. We emphasize the need to take seriously tensions linked to mentoring practices, which become evident when NQTs problematize issues such as long-term temporary employment and school leaders as mentors. We argue for prioritizing mentoring practices and the closer follow-up of new teachers; the study illustrates how this may happen through better coupling between mentoring practices and other educational practices. [ABSTRACT FROM AUTHOR]

This article aims to reveal the adaptation and validation process of the Mentoring for Effective Mathematics Teaching (MEMT) -Mentee and -Mentor scales in the Turkish context, which was developed to examine preservice mathematics teachers' and mathematics mentor teachers' perceptions of mentoring practices within the Five-factor mentoring model. In the direction of this purpose, two studies were conducted between the years of 2020 and 2022. Within the first study, the instruments were translated into Turkish, validity and reliability analyses were conducted. Then, the second study was conducted to strengthen linguistic and cultural revisions of the instruments. The result of the studies showed that the Turkish versions of the instruments for mentor teachers and preservice teachers' perceptions of mentoring practices is usable. Furthermore, according to descriptive statistics, preservice teachers and mentor teachers gave high scores for each factor in the instruments, and the practices about Personal Attributes were perceived by them as among the most performed practices. [ABSTRACT FROM AUTHOR]

This study examines instances of negative mentoring among undergraduate researchers within STEM education, and specifically, the common yet subtle issue of inadequate mentoring characterized by a faculty mentor's failure to provide their mentee with adequate research, educational, career‐related, or emotional support. Using data from the Mentor‐Relate survey of 514 participants in the National Science Foundation Research Experiences for Undergraduates program, we identify prevalent patterns of inadequate mentoring and examine protective factors against it. Results indicate that inadequate research support is the least prevalent form, while inadequate educational and career guidance is more common, and inadequate emotional support is the most prevalent. Enhanced faculty mentoring skills emerge as a protective factor, with culturally responsive mentoring and gender concordance also playing significant protective roles. Less hierarchical mentoring structures, such as multiple faculty mentors, offer better emotional support. These findings underscore the importance of comprehensive mentor training and culturally sensitive practices to mitigate inadequate mentoring in undergraduate research experiences. By promoting inclusive and supportive mentoring environments, institutions can maximize the transformative potential of undergraduate research experiences for all participants. [ABSTRACT FROM AUTHOR]

Recently, the integration of coaching methodologies within educational environments has garnered significant attention due to their potential to enhance student learning outcomes and overall academic performance. While the literature extensively examines the effectiveness of coaching in a plethora of scenarios (e.g., sports, business, and entrepreneurship), there remains a notable research gap regarding its application within undergraduate educational environments, where coachees have unique characteristics in terms of background, age/maturity, resources availability, and population size. This literature review aims to address this gap by synthesizing existing research on the implementation of coaching strategies in educational settings and how they can cope with a large number of students. Through a comprehensive analysis, this study elucidates the current state of knowledge, identifies prevailing methodologies, and evaluates the outcomes associated with employing coaching techniques in group contexts. Moreover, this work explores the potential benefits and challenges of utilizing coaching strategies in group sessions, offering insights into their scalability and applicability within diverse educational settings. The findings of this review underscore the importance of further research in this domain to advance our understanding of how coaching methodologies can be effectively adapted to facilitate collaborative learning experiences and promote student success on a broader scale. Ultimately, this study advocates for the integration of group coaching approaches as a promising avenue for enhancing the efficiency and accessibility of traditional tutoring and mentoring practices in education. [ABSTRACT FROM AUTHOR]

Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers' (CCSTs') experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs' teacher identity, with a focus on learning from CCSTs and CCTs who are recent ITE graduates. The two research questions were as follows: What theoretical frameworks are used in the literature to explore CCTs' teacher identity development? What emerging teacher identities do CCTs take on, and what do they need to experience successful teacher identity development? Analysis of theoretical frameworks reveals different perspectives on the nature of teacher identity and identity development processes. The valuable contribution of multiple theoretical frameworks, including career engagement and development theoretical frameworks, from beyond education is highlighted. Four themes illuminate key influences on CCSTs' teacher identity development: continuity from prior careers, self-efficacy and need for validation, CCTs' desire for out-of-the-box teacher identities, and CCTs' views on ITE. Because CCSTs are a distinct group, with different identities and needs, we call for further research, and we call on ITE providers and schools to use insights from research on CCTs to support CCSTs' distinctive needs, career transition, and emerging teacher identities. [ABSTRACT FROM AUTHOR]

The aim of this research was to study the aspects and conditions of physical space which favor or hinder the experience of university mentoring according to the perception of participants. During fieldwork, an ethnographic approach was used, based on direct and indirect observation reflected in research diaries, qualitative interviews, and an ad hoc questionnaire. A sample of 30 individuals was selected, including students and professor-mentors who were users of three spaces with different characteristics designed for individual and group mentoring. The data were collected analysed by identifying verbatim statements obtained from interviews and from accounts from the researchers' journals that were then coded and grouped into thematic categories. The results focus on the importance of factors such as natural light, comfort, accessibility, furnishings, and location; conditions such as privacy and silence; availability of materials and resources; and Internet connectivity. The participants preferred the closed space, with the open space in second place and the semi-open space third. As for other required characteristics, the preferred spaces are multi-functional and versatile, equipped with ICT tools and furniture that facilitates collaborative work and mentorship and close communication between mentor and student, and that provide necessary privacy and silence. Any spaces specifically created for mentorship should thus meet these specific criteria. [ABSTRACT FROM AUTHOR]