Peer mentoring for first year teacher education students: The mentors' experience

Universities worldwide are developing peer mentoring programs to assist first year students' transition into university life. Awareness of the mentees' experiences in the mentoring program – the successes and challenges – contributes to ongoing planning for successful transition for first-year students. Also, understanding the mentors' experiences can contribute to the success of the program and, more importantly, can lead to strong self efficacy for the mentors. This qualitative study appraises a mentoring program for first-year undergraduate students from the mentors' perspective. The mentors’ experiences, both positive and negative, are discussed and a relational model of mentoring is presented. The results of this inquiry have implications for the development of future mentoring programs, particularly in terms of mentor recruitment and preparation, if first-year students are to be effectively oriented and supported in their transition to university study

Supporting transitions from student to professional : a mentoring case study from early childhood education

Transitions are inevitable in professional practice. In the context of adult learning, transitions are part of a continuous process of invention and exploration that is often linked to disequilibrium and dissonance. The impetus for this mentoring project arose from staff discussions around the delivery of final year units in QUT's reconceptualised Bachelor of Education (Early Childhood). As the first cohort in the new course were about to begin their final year of study, we saw advantages in preparing students for teaching and learning using principles and practices underpinning transitions - valuing notions such as dilemmas, loss, identities, uncertainty, professional resilience and sense-making. This chapter reflects on this mentoring and transition project

Living with uncertainty : transition from university student to early childhood professional

Transitions are inevitable, and are part of a continuous process of invention and exploration that is often linked to disequilibrium and dissonance (Stacey, 1992). Beginning professionals are often frustrated with the uncertainty and realities of their profession. This paper reports on a case study that aimed to identify early childhood education students’ transition issues and to enhance their transition from the final semester of study into professional practice. The project aimed to develop a framework for supporting the transition journey for these students as they found a place within the field to develop and construct identities that align with the community in which they are socially situated. Three phases of transition (Bridges, 2003) were identified. 1) First, as students left university to transition into professional practice, they experienced feelings of insecurity, and a sense of loss and uncertainty. Also, they perceived personal and professional attributes as interchangeable. 2) Second, graduates struggled with their new identities, and searched for answers to their insecurities. Some searched for answers from their university peers; others sought out peer mentoring and professional development opportunities in their sites. 3) Third, graduates were able to separate personal and professional qualities, and could begin to look back on their transition experiences in a more reflective way. Findings from this work have informed the provision of learning opportunities, experiences and approaches which have been strategically embedded in the final year units of study at university

Empowering teacher students for diversity in schools: Mentorship model as a mediator in sweden

WOS: 00043016790001