Science for Education Today, 2024, vol. 14, no. 2, pp. 179–204
© Lavrinenko S. V., Startseva E. V., 2024
UDC: 
378.1+316.444.5+005.963.2

Studying the characteristics of mentoring university students with the main focus on supporting their professional development

Lavrinenko S. V. 1 (Tomsk, Russian Federation), Startseva E. V. 1 (Tomsk, Russian Federation)
1 National Research Tomsk Polytechnic University
Full text (Open Access) — Downloaded 190
Abstract: 

Introduction. The problem of training and development of demanded, highly qualified professionals is explored. The purpose of this article is to identify the characteristic features of mentoring university students aimed at enhancing their professional development.
Materials and Methods. The study was conducted using theoretical, empirical and auxiliary methods of psychological and educational research. General logical methods of scientific knowledge included analysis, synthesis and generalization of information. The analysis was based on questionnaires, as well as the method of collecting social information. Mathematical and statistical methods for interpreting the results were used as auxiliary methods. When assessing the reliability of differences between the data obtained from students of different years of study, a nonparametric statistical method was used (the Pearson chi-square test).
Results. The authors identified features of mentoring university students. Four types of mentors have been identified: 1) mentors for learning; 2) mentors as psychologists; 3) research mentors; 4) field-based mentors. The functions of each type of mentors have been described and clarified. Furthermore, the authors proposed a system of interaction between mentors.
Conclusions. The article concludes about the characteristic features of mentoring university students in order to facilitate their professional development as future professionals. The authors proposed a system of mentoring focusing on training, support and guidance of students which includes four types of mentors. A system of interaction between mentor and student is described.

Keywords: 

University education; Support for students; Mentoring system; Types of mentors; Functions of mentors; Interaction between university and industry; Professional development.

For citation:
Lavrinenko S. V., Startseva E. V. Studying the characteristics of mentoring university students with the main focus on supporting their professional development. Science for Education Today, 2024, vol. 14, no. 2, pp. 179–204. DOI: http://dx.doi.org/10.15293/2658-6762.2402.08
References: 
  1. Hennissen P., Crasborn F., Brouwer N., Korthagen F., Bergen T. Mapping mentor teachers’ roles in mentoring dialogues. Educational Research Review, 2008, vol. 3 (2), pp. 168–186. DOI: https://doi.org/10.1016/j.edurev.2008.01.001 
  2. Clarke A., Triggs V., Nielsen W. Cooperating teacher participation in teacher education. Review of Educational Research, 2014, vol. 84 (2), pp. 163–202. DOI: https://doi.org/10.3102/0034654313499618
  3. Hoffman J. V., Wetzel M. M., Maloch B., Greeter E., Taylor L., Dejulio S. R., Vlach S. K. What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education, 2015, vol. 52, pp. 99–112. DOI: https://doi.org/10.1016/j.tate.2015.09.004 
  4. Aspfors J., Fransson G. Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 2015, vol. 48, pp. 75–86. DOI: https://doi.org/10.1016/j.tate.2015.02.004
  5. Ambrosetti A., Knight B. A., Dekkers J. Maximizing the potential of mentoring: A framework for pre-service teacher education. Mentoring & Tutoring: Partnership in Learning, 2014, vol. 22 (3), pp. 224–239. DOI: https://doi.org/10.1080/13611267.2014.926662
  6. Burley S., Pomphrey C. Mentoring and Coaching in Schools: Professional Learning Through Collaborative Inquiry. Routledge, 2011, 152 p. DOI: https://doi.org/10.4324/9780203821824
  7. Sundli L. Mentoring–A new mantra for education? Teaching and Teacher Education, 2007, vol. 23 (2), pp. 201–214. DOI: https://doi.org/10.1016/j.tate.2006.04.016
  8. Bell G. R., Rosowsky D. V. On the importance of mentorship and great mentors. Structural Safety, 2021, vol. 91, pp. 102076. DOI: https://doi.org/10.1016/j.strusafe.2021.102076
  9. Grimmett H., Forgasz R., Williams J., White S. Reimagining the role of mentor teachers in professional experience: Moving to I as fellow teacher educator. Asia-Pacific Journal of Teacher Education, 2018, vol. 46 (4), pp. 340–353. DOI: https://doi.org/10.1080/1359866X.2018.1437391

10. Hastings W. I felt so guilty: Emotions and subjectivity in school‐based teacher education. Teachers and Teaching, 2008, vol. 14 (5–6), pp. 497–513. DOI: https://doi.org/10.1080/13540600802583655

11. Pozdeeva S. I. Supervision as an activity support of a young specialist: models and types of supervision. Pedagogical Review, 2017, no. 2, pp. 87–91. (In Russian) DOI: https://doi.org/10.23951/2307-6127-2017-2-87-91

12. Bakel M. V., Vaiman V., Vance C. M., Haslberger A. Broadening international mentoring: Contexts and dynamics of expatriate and HCN intercultural mentoring. Journal of Global Mobility: The Home of Expatriate Management Research, 2021, vol. 10 (1), pp. 14–35. DOI: https://doi.org/10.1108/JGM-06-2021-0065

13. Freeman J. S., Kochan F. Exploring mentoring across gender, race, and generation in higher education: An ethnographic study. International Journal of Mentoring and Coaching in Education, 2018, vol. 8 (1), pp. 2–18. DOI: https://doi.org/10.1108/IJMCE-05-2018-0027

14. Simpson S. B., Hsu T., Hoffman L., Raposa E. B. A Cross-cultural examination of the role of youth emotion regulation in mentoring relationships. Prevention Science, 2022, vol. 23 (8), pp. 1404–1413. DOI: https://doi.org/10.1007/s11121-022-01365-5

15. Owusu-Agyeman Y. The mentoring experiences of early career and senior academics in a multicampus university in South Africa. Educational Process: International Journal, 2022, vol. 11 (1), pp. 65–85. DOI: https://doi.org/10.22521/edupij.2022.111.5 

16. Chong J. Y., Ching A. H., Renganathan Y., Lim W. Q., Toh Y. P., Mason S., Krishna L. K. R. Enhancing mentoring experiences through e-mentoring: A systematic scoping review of e-mentoring programs between 2000 and 2017. Advances in Health Sciences Education, 2020, vol. 25 (1), pp. 195–226. DOI: https://doi.org/10.1007/s10459-019-09883-8

17. Pollard R., Kumar S. Mentoring graduate students online: Strategies and challenges. International Review of Research in Open and Distance Learning, 2021, vol. 22 (2), pp. 267–284. DOI: https://doi.org/10.19173/irrodl.v22i2.5093

18. Ermakov D. S., Sergeeva T. F., Shabanova M. V. Network mentoring in working with gifted children. Bulletin of the Academy of Pedagogical Sciences of Kazakhstan, 2021, no. 3, pp. 61–66. (In Russian) DOI: https://doi.org/10.51883/20704046_2021_3_61 URL: https://www.elibrary.ru/item.asp?id=46304560

19. Haran V. V., Jeyaraj A. Organizational e-mentoring and learning: An exploratory study. Information Resources Management Journal, 2019, vol. 32 (1), pp. 58–72. DOI: https://doi.org/10.4018/IRMJ.2019010104

20. Ragins B. R. Relational mentoring: A positive approach to mentoring at work. The Oxford Handbook of Positive Organizational Scholarship, Oxford Library of Psychology, 2012, pp. 520–536. DOI: https://doi.org/10.1093/oxfordhb/9780199734610.013.0039

21. Stromov V. Yu., Sysoev P. V., Zavyalov V. V. Development of student mentoring in the research and educational sphere in a classical university. Bulletin of Tambov University. Series: Humanities, 2018, vol. 23 (174), pp. 7–14. (In Russian) DOI: https://doi.org/10.20310/1810-0201-2018-23-174-7-14 URL: https://www.elibrary.ru/item.asp?id=35194052

22. Pennanen M., Bristol L., Wilkinson J., Heikkinen H. L. T. What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia. Pedagogy, Culture & Society, 2016, vol. 24 (1), pp. 27–53. DOI: https://doi.org/10.1080/14681366.2015.1083045

23. Langdon F. J. Evidence of mentor learning and development: an analysis of New Zealand mentor/mentee professional conversations. Professional Development in Education, 2014, vol. 40 (1), pp. 36–55. DOI: https://doi.org/10.1080/19415257.2013.833131

24. Trevethan H., Sandretto S. Repositioning mentoring as educative: Examining missed opportunities for professional learning. Teaching and Teacher Education, 2017, vol. 68, pp. 127–133. DOI: https://doi.org/10.1016/j.tate.2017.08.012

25. Beach D., Bagley C. Changing professional discourses in teacher education policy back towards a training paradigm: A comparative study. European Journal of Teacher Education, 2013, vol. 36 (4), pp. 379–392. DOI: https://doi.org/10.1080/02619768.2013.815162

26. Mok S. Y., Staub F. C. Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-) experimental studies. Teaching and Teacher Education, 2021, vol. 107, pp. 103484. DOI: https://doi.org/10.1016/j.tate.2021.103484

27. Allen J., Singh P., Rowan L. Professional experience in initial teacher education: Keeping abreast of change in the 21st century. Asia-Pacific Journal of Teacher Education, 2019, vol. 47 (4), pp. 323–326. DOI: https://doi.org/10.1080/1359866X.2019.1637599

28. Darling-Hammond L. Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 2017, vol. 40 (3), pp. 291–309. DOI: https://doi.org/10.1080/02619768.2017.1315399

29. El Kadri M. S., Roth W.-M. The teaching practicum as a locus of multi-leveled, school-based transformation. Teaching Education, 2015, vol. 26 (1), pp. 17–37. DOI: https://doi.org/10.1080/10476210.2014.997700

30. Mena J., Hennissen P., Loughran J. Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 2017, vol. 66, pp. 47–59. DOI: https://doi.org/10.1016/j.tate.2017.03.024

31. Manderstedt L., Anderström H., Sädbom R. F., Bäcklund J. Consensus and discrepancies on quality: Mentor and student teacher statements on work placement mentoring. Teaching and Teacher Education, 2022, vol. 116, pp. 103762. DOI: https://doi.org/10.1016/j.tate.2022.103762

32. Michailidi E., Stavrou D. Mentoring in-service teachers on implementing innovative teaching modules. Teaching and Teacher Education, 2021, vol. 105, pp. 103414. DOI: https://doi.org/10.1016/j.tate.2021.103414

33. Barnett E., Friedrichsen P. J. Educative mentoring: How a mentor supports a preservice biology teacher’s pedagogical content knowledge development. Journal of Science Teacher Education, 2015, vol. 26 (7), pp. 647–668. DOI: https://doi.org/10.1007/s10972-015-9442-3

34. Bradbury L. U. Educative mentoring: Promoting reform-based science teaching through mentoring relationships. Science Education, 2010, vol. 94 (6), pp. 1049–1071. DOI: https://doi.org/10.1002/sce.20393

35. Ellis N. J., Alonzo D., Nguyen H. T. M. Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 2020, vol. 92, pp. 103072. DOI: https://doi.org/10.1016/j.tate.2020.103072

36. Dudina E. A. Mentoring as an educational activity: Essential characteristics and structure. Novosibirsk State Pedagogical University Bulletin, 2017, vol. 7 (5), pp. 25–36. (In Russian) DOI: https://doi.org/10.15293/2226-3365.1705.02 URL: https://www.elibrary.ru/item.asp?id=30476222

Date of the publication 30.04.2024