جستجوی مقالات مرتبط با کلیدواژه « mentoring » در نشریات گروه « علوم تربیتی »

The teachers’ qualification has become more important today compared to the past; however, there are still doubts to be considered whether new teachers graduating from teacher training universities are well-prepared to face the challenges in their initial years of teaching. The main purpose of this paper is to identify the methods of formal induction for new teachers worldwide. In this study, the technique of thematic analysis (Attride-Stirling) was used to analyze the themes of English papers on the Induction (initial period of service) published from 2010 to 2020, and selected from three data-bases by using a systematic text review model. After using the MAXQDA software, the data were analyzed into three themes including in the form of three comprehensive themes, fourteen organizing themes, and fifty-eight basic themes. The results showed that the formal induction for new teachers includes three components of "organizational (administrative) support", "mentoring," and "school-based support" during the initial period of service that complement each other. The formal induction have made teachers more resilient and efficient. Accordingly, it is suggested that Iranian Education Ministry takes actions and apply this global experiences to developing and implementing a local curriculum of Induction for the initial period of teacher service.

The aim of the current research is to identify the methods of induction for new teachers at the global level. In this research, the theme analysis method, Atride-Sterling style, has been used to analyze the themes emerging from English articles related to induction of the "initial service period" of new teachers. First, using the systematic text review model, researches in the period of 2010-2020 from three databases Springer, Taylor&Francis Group and sciencedirect were selected, refined and then using MAXQDA software in the form of 3 overarching themes, 14 organizing themes and 58 The basic theme was analyzed. The results show that induction for new teachers during the "initial period of service" includes three components: "organizational (administrative) support", "mentoring" and "school support" which complement each other. induction programs for the initial period of service have made new teachers more durable and efficient. Based on this, it is suggested that the education of Iran use this global experience to develop and implement a "native curriculum of induction for the initial period of teaching service".

The aim of this study was to identify the process of using mentoring in the professional development of school principals in Mashhad. The research method was phenomenological and the research data were collected by studying the lived experience of school principals by using semi-structured interview with 22 principals. Key informants in this study included those managers who were familiar with the subject of mentoring and could provide valuable information to researchers. Sampling in this study was purposeful and the criterion for selecting the number of interviews was theoretical saturation.  To analyze the data, coding method was used in two stages: open and axial coding. The results show that the importance of using mentoring in the process of professional development of school principals is divided into two categories: organizational needs and individual needs. Methods of using mentoring in the professional development of principals were identified, including: traditional mentoring, electronic mentoring, group mentoring, peer mentoring, and reverse mentoring. Consequences and results of using mentoring in the professional development of school principals are: Improving knowledge (including self knowledge, reducing trial and error, and recognizing and regulating), Improving attitudes (including community resilience, increase self-confidence, increase flexibility, increase motivation and reduce stress), and skills development (including how to give feedback, creativity, how to communicate with stakeholders, improve decision-making skills, and financial management).

The purpose of this study is to provide a framework for human resource development of engineering students based on mentoring programs. To achieve this goal, the Meta-synthesis qualitative method has been used. Therefore, search for specialized research keywords; Mentoring engineering students, mentoring higher education students in reputable scientific databases; Science Direct, Springer, Wiley Online Library, ERIC, Sage Journals, Emerald were conducted over a period of time (2000-2001). Finally, 72 studies were selected for analysis. Findings in the first part include academic topics (university leadership, university management); Communication (intra-university and extra-university communication); Soft capacities (cultural norms and moral norms); Before the implementation of the program (preliminary planning, preparation); During program implementation (program implementation management, session execution method); Monitoring and evaluation of program implementation (monitoring of performance, program evaluation); The consequences of the program (student and university). In the second part, the findings are in the form of themes of the characteristics of the faculty members (general characteristics of the professor, scientific characteristics of the professor); Student characteristics (general student characteristics, student scientific characteristics); Common features (common common features, common scientific features) were categorized. Finally, policy recommendations for Iran’s higher engineering education system are provided.

Today, mentoring is common in most organizations, as well as education system of many countries. We don't have mentors in Iran, but many of their duties are informally covered by the school principal and veteran teachers. The main purpose of this study was to investigate the coverage of these functions in the primary schools of the south of Tehran and to find the relationship between this variable and the self-efficacy of the novice teachers. It was an applied study and the research method was descriptive and correlational. The statistical population of the study was 524 primary school novice teachers employed in 15-19 districts of Tehran. The sample size was calculated based on Cochran formula of 245 persons, and 232 questionnaires were completed. Data were collected using two self-efficacy questionnaires of Tschannen-Moran & Woolfolk Hoy (2001) and a researcher-made questionnaire which was developed based on the mentoring questionnaire of Noe (1998) to measure mentoring. Their Cronbach Alpha were computed and they were 0.96 and 0.94, respectively. Descriptive statistics and Pearson and Spearman correlation coefficients, and univariate regression were used to analyze the data. The results showed that there was a positive and significant relationship among mentoring and all of its sub-functions except 'counseling' and the novice teachers' self-efficacy) r=+0.712). Mentoring can also predict about 50 percent of the self-efficacy variable. Also, the amount of implementation of these functions, especially the function of "coaching" in the research population was estimated to be very low. This implies that a formal role must be defined in our education system as 'Mentor'.

The purpose of the present qualitative phenomenological research was to explore the perceptions and experiences of the doctoral students on supervisors' responsibilities in the role of research mentors. In order to collect the research information, semi-structured interviews were conducted with twenty-one doctoral students who were selected by using purposive sampling with maximum variation. The content analysis was used to analyze the data. Analysis of interviews was performed using the thematic analysis method and 38 basic themes were extracted and classified into 7 organizational themes. Analysis of the perceptions and experiences of doctoral students indicated that the role of research mentor by the supervisor from the perspective of doctoral students requires the fulfillment of research mentoring responsibilities in  form of 7 components (organizational theme), research support, scientific-research mentoring, development interventions, Professional support, communication support, psychological support and personal support. The findings of the present study could be an introduction to further attention and understanding of the research mentoring responsibilities of doctoral students by supervisors and the improvement of the current situation.

The present study aimed at formulating a framework for research mentoring functions among Ph.D. students using the qualitative synthesis research method. The research population included all related studies in international databases from 2000 to 2017. Given the forenamed studies, 83 studies were selected and examined after three stages of screening based on the subject, abstract, and content of the studies. Finally, 20 studies were purposefully chosen as the research sample. The research data were extracted and analyzed using the thematic analysis method. As a result, 128 basic themes were identified for the functions of research mentoring, which were categorized into 22 sub-components. Ultimately, the sub-components were categorized and presented in terms of five main items, including (1) relational function, (2) scientific and research function, (3) psychological function, (4) social function, and (5) professional function.

This study explored the Consequences of applying Mentoring in order to empowering new faculty members. As a qualitative study, this research utilized analyses content approach beside semi-structured interviews for data collection. It is a qualitative descriptive study using qualitative content analysis of semi-structured interviews with 20 professors and key informants of Faculty Mentoring. The sampling method is purposive using a snowball sampling technique. Interviews continued to get saturation. Then contents of the interviews were analyzed using open coding and axial coding method to get categories. Finding showed there are consequences of using mentoring for new faculty members. The consequences are in 2 Major categories, 6 Minor categories, and 23 subcategories.

This study is conducted with the purpose of evaluating the production of scientific works through mentoring for faculty members of higher education abroad. This review study seeks to underline the discussions and elements addressed in these studies. The present study is a descriptive-analytic research. Accordingly, all papers published from 2000 to 2016 in the Faculty of Education and Psychology database of Shahid Beheshti University are reviewed (ProQuest, Springer Link, Taylor & Francis, Sage, Wiley Online Library). The papers that are extracted from 28 scientific documents include 20 articles and 8 theses in the field of mentoring for faculty members that are analyzed through descriptive-analytic method. The findings are presented in two parts: the results of the first part regarding the discussions and factors considered by the researchers indicate that topics including the characteristics of the role of faculty members as mentors or mentees and different positive effects of mentoring program for newly hired faculty members are the main topics underlined by researchers. In the second part, the results of formal and descriptive analysis of the studies show that 43% of the studies used qualitative research and 17% used the quantitative method, interviews, questionnaires, and only 14% employed library method. In terms of cooperation and partnerships, 39% of studies are group research and 61% are individual research.

This study attempted to see if there is any relationship between Mentoring and critical thinking disposition among faculty members and predict critical thinking disposition based on faculty members mentoring . To this end, a random sample of 217 faculty members were selected and implemented the following scales: critical thinking disposition(Ricketts, 2003) and Mentoring(Mashayekh, 1383). Alpha coefficients for determining the reliability of each variable were as follows: Critical thinking disposition (α=.95) and Mentoring (α=.82).
The gathered data were analyzed through ANOVA, Correlation ,One sample t-test, and Regression and the following were found:1- Mentoring and Critical thinking disposition among faculty members significantly positive correlation.
2- Guidance and mastery dimensions could predict critical thinking disposition.
3- Human relationship dimenshion could not predict critical thinking disposition.
4- Based on Q2 Faculty members were moderate Mentoring and Critical thinking disposition.
5- Based on Q3 Faculty members were low in Mentoring and Critical thinking disposition.

University teacher training is one of the neglected subjects in higher education which might be results from the place given to teaching compared to research within the higher education. Therefore, this study aims to investigate the current status of university mathematics teacher training curriculum in higher education to find implications for university teacher training in Iran. To do purpose, first the relevant literature on university mathematics teacher training curriculum in Iran was reviewed and then the milestones were specified. This caused a focus on four kinds of university mathematics teacher training curricula which two of them were born in mathematics department and later mixed with the culture of this discipline and the others have almost similar conditions for all higher education disciplines. The two specific cases of mathematics discipline are “teacher assistant “(TA) which could be found in universities such as Sharif University and Shahid Beheshti University, Tehran, and “mentoring” which specifically exists in Mosaham Mathematics Institute. Finally, experienced curricula of these two specific curricula of mathematics disciplinary culture were analyzed through a phenomenological approach in order to present more explanation of reality of them.