The quality of mentoring in teacher education is an essential component of a powerful learning environment for teachers. There is no single approach to mentoring that will work in the same way for every teacher in each context. Nevertheless, most mentor teachers hardly vary their supervisory behaviour in response to varying mentoring situations. Developing versatility in mentor teachers' use of supervisory skills, then, is an important challenge. In this chapter, we discuss the need for mentor teacher preparation and explain the focus, content, and pedagogy underlying a particular training programme for mentor teachers, entitled Supervision Skills for Mentor teachers to Activate Reflection in Teachers (SMART). Also, findings from several studies assessing mentor teachers' supervisory roles and use of supervisory skills in mentoring dialogues, before and after the SMART programme, are presented. In addition, implications and perspectives for mentor teacher development and preparation are discussed.
The main goal of the current study is to capture differential frequencies of mentor teachers' reflective moments, as indicators of different levels of consciousness in mentor teachers' use and acquisition of supervisory skills during mentoring dialogues. For each of the 30 participants, two mentoring dialogues were analyzed: one before and one after they were trained in supervisory skills. To capture the frequency of reflective moments, the stimulated recall technique and a specially developed push‐button device were combined in a two‐method approach. The data of the study suggest the existence of different levels of consciousness in acquiring and using supervisory skills, the possibility of measuring reflectivity using concurrent and retrospective methods simultaneously, and the potential of such measurements to inform and improve professional development opportunities for mentor teachers.
Research into workplace mentoring is principally focussed on predictors and psychosocial and instrumental outcomes, while there is scarcely any in‐depth research into relational characteristics, outcomes and processes. This article aims to illustrate these relational aspects. It reports a co‐constructed auto‐ethnography of a dyadic mentoring relationship as experienced by mentor and protégé. The co‐constructed narrative illustrates that attentiveness towards each other and a caring attitude, alongside learning‐focussed values, promote a high‐quality mentoring relationship. This relationship is characterised, among other things, by person centredness, care, trust and mutual influence, thereby offering a situation in which mutual learning and growth can occur. Learning develops through and in relation and is enhanced when both planned and unplanned learning takes place. In addition, the narrative makes clear that learning and growth of both those involved are intertwined and interdependent and that mutual learning and growth enrich and strengthen the relationship. It is concluded that the narrative illustrates a number of complex relational processes that are difficult to elucidate in quantitative studies and theoretical constructs. It offers deeper insight into the initiation and improvement of high‐quality mentoring relationships and emphasises the importance of further research into relational processes in mentoring relationships.
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In 2021, Citython editions were held for the European cities of Eindhoven (Netherlands), Bilbao and Barcelona (Spain), Hamburg (Germany), and Lublin (Poland). Within this project, BUAS contributed to the organization of CITYTHON Eindhoven in cooperation with CARNET (an initiative by CIT UPC) and City of Eindhoven – an event which gives young talent the opportunity to work with mentors and experts for the development of innovative urban solutions. Participants of CITYTHON Eindhoven worked on three challenges:- Traffic safety in school zones - Travel to the campus- Make the city healthy The event took place between 18 May and 2 June 2021 with various experts, for example from ASML, City of Eindhoven and University of Amsterdam, giving inspirational talks and mentoring students throughout the ideation and solutions development process. The teams presented their solutions during the Dutch Technology Week and the winners were announced by Monique List-de Roos (Alderman Mobility and Transport, City of Eindhoven) on 2 June 2021. The role of BUAS within this project was to assist City of Eindhoven with the development of the challenges to be tackled by the participating teams, and find relevant speakers and mentors who would be supporting the students for the development of their solutions and jury members who would determine the winning teams. The project ended with a round table “Green and Safe Mobility for all: 5 Smart City(thon) Case studies” on November 17 organized as part of Smart City Expo World Congress 2021 in Barcelona. This project is funded by EIT Urban Mobility, an initiative of the European Institute of Innovation and Technology (EIT), a body of the European Union. EIT Urban Mobility acts to accelerate positive change on mobility to make urban spaces more livable. Learn more: eiturbanmobility.eu.Collaborating partnersCARNET (Lead organisation); Barcelona Institute of Technology for Habitat; Barcelona City Council; Bilbao City Hall; City of Hamburg; City of Eindhoven,; City of Lublin; Digital Hub Logistics Hamburg; Technical University of Catalonia, Tecnalia; UPC Technology Center.
Kwaliteitsstandaarden ondersteunen zorgprofessionals in de wijkverpleging in het professioneel en onderbouwd uitoefenen van hun vak. In dit project leren zorgprofessionals met innovatieve reflectiemethodieken te werken met de kwaliteitsstandaarden voor eenzaamheid en mantelzorgbelasting. Daarmee vergroten we de kwaliteit van zorg aan cliënten thuis. Doel Een duurzame en continue cyclus van leren en verbeteren opzetten in de praktijk, door de introductie van reflectiemethodieken die het leren en werken met kwaliteitsstandaarden voor eenzaamheid en mantelzorgbelasting bevordert. Resultaten Zorgprofessionals in de wijkverpleging leren werken met de kwaliteitsstandaarden voor eenzaamheid en mantelzorgbelasting. Inzicht in hoeverre reflectiemethodieken bijdragen aan het ‘leren werken met’ en ‘reflecteren op’ het werken met kwaliteitsstandaarden. Looptijd 01 maart 2021 - 01 maart 2024 Aanpak Met een actiegeoriënteerde aanpak gaan onderzoekers en zorgprofessionals gezamenlijk aan de slag met verschillende reflectiemethodieken. De reflectiemethodieken zijn ‘mentoring’, ‘peer-to-peer shadowing’ en ‘het leren van de data’. Academische werkplaats in de wijk Dit project wordt uitgevoerd binnen de Academische werkplaats in de wijk. Dit is een samenwerkingsverband van Hogeschool Utrecht, de leerstoel verplegingswetenschap van het UMCU en vier verschillende zorgorganisaties in de eerstelijnszorg waaronder AxionContinu, Careyn, de Rijnhoven en Leidsche Rijn Julius Gezondheidscentrum. Het doel van de Academische werkplaats in de wijk is om de werkpraktijk, het onderwijs en het onderzoek meer met elkaar te verbinden en daarmee bij te dragen aan de kwaliteit van verpleegkundige zorg. Cofinanciering Dit onderzoeksproject wordt gefinancieerd door ZonMw, dossiernummer 80-87100-98-004.
Kwaliteitsstandaarden ondersteunen zorgprofessionals in de wijkverpleging in het professioneel en onderbouwd uitoefenen van hun vak. In dit project leren zorgprofessionals met innovatieve reflectiemethodieken te werken met de kwaliteitsstandaarden voor eenzaamheid en mantelzorgbelasting. Daarmee vergroten we de kwaliteit van zorg aan cliënten thuis.
