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Lesson study is a collaborative and contextualised approach to professional learning that involves small groups of teachers working together to design and reflect on the teaching of a research lesson. Although it is a well-established approach to professional learning in classroom-based subjects, research on its effectiveness within physical education (PE) initial teacher training (ITT) and in the general practice of PE teachers is scarce. This study examines the views of 18 secondary PE associate teachers (ATs) who completed a lesson study cycle as part of their one-year postgraduate ITT programme. A questionnaire and semi-structured interviews - conducted at the end of the lesson study and six months later at the end of the programme - were used to generate data. Thematic analysis was then used to interrogate the data and identify patterns of response. The findings revealed that the ATs benefitted from the experience in similar ways to established teachers. They developed their understanding of lesson research and engaged in elevated levels of critical reflection that helped to change and develop their approaches to teaching and learning. Moreover, the ATs recognised that their learning was enhanced when they could rehearse the phases of the cycle before starting the lesson study in their placement school. They also understood the value of a mentor who could support their progress and ensure their full engagement in all phases of the lesson study cycle. These findings have implications for providers of ITT as the considered inclusion of lesson study contributed to the immediate aim of developing ATs' teaching competencies while also promoting the skills needed for them to manage their own ongoing learning as fully qualified teachers. [ABSTRACT FROM AUTHOR]

This article, titled "Foreword," is a special issue of the Clinical Psychology Forum focused on the expansion of the psychological professions workforce. The papers in this issue discuss the significant growth in the workforce over the past decade, driven by the increasing evidence base for psychological interventions and growing awareness of mental health issues. The expansion has led to the commissioning of new roles and the development of a more psychologically informed National Health Service (NHS). The papers also address issues of equality, diversity, and inclusivity, as well as the importance of leadership in the field. Despite challenges, the contributors highlight the achievements and progress made in meeting the psychological needs of the population. The article concludes by emphasizing the need for a clear vision and strategy to continue closing the gap between workforce demand and supply. [Extracted from the article]

This qualitative study examines one migrant teacher's identity positions in the context of a peer mentoring group setting in Finland. Combining theories of legitimacy and teacher narratives, this study asked which positions were available and legitimate for a migrant teacher. The analysis of three of the stories the teacher ('Ji Yoo') shared was inspired by Barkhuizen's three-step framework for examining positioning in teacher narratives. Findings showed that Ji Yoo's most legitimate positions were being 'foreign', novice teacher, cultural broker, and expert teacher, the latter two being the least frequent and least explicit ones. The authors suggest that migrant teachers' struggles of having their expertise and experience recognised and shed their 'foreign' label persist even in contexts that are intended to support and empower practitioners. [ABSTRACT FROM AUTHOR]

Background: Mentorship is an age-long act in most fields of learning. It plays a pivotal role in medical education. The strength of any mentorship relationship could have a direct bearing on the character traits of the mentor. We aimed to determine factors that influence the choice of mentors by potential mentees in a formal mentorship relationship among medical doctors in Rivers State, Nigeria. Methodology: This was a descriptive cross-sectional survey that recruited potential mentees by convenience sampling. A semi-structured questionnaire was distributed via a monkey survey. The tool had sections that addressed mentees' expectations, perceived factors that influence the choice of mentors, and ways to improve the mentors-mentee relationship, using a 5-point Likert scale. Data were analyzed. Results: Of the 162 mentees recruited, 95 (58.6%) were females. The predominant age group was 31-40 years (40.1%). The majority, 137 (84.6%), practiced in public hospitals, and 102 (63%) were non-specialist doctors. The most common factor that influenced the choice of mentors as indicated by 156 (96.3%) participants was the ability of the mentors to help the mentees advance in their fields and connect them to opportunities. The two most cited areas of interest for mentorship were leadership in health organizations and research. Over 90% of mentees agreed that the roles of effective mentors are discussing possible solutions to difficult issues, identifying opportunities, and sharing personal experiences. Conclusion: Mentorship enables the targeted development of mentees. When developing mentoring programs and evaluating mentors, it is important to consider mentees' opinions on the factors that impact their choice of mentors. [ABSTRACT FROM AUTHOR]

In library and information science (LIS), mentoring is often viewed as a significant influence on student choices and professional career directions. Most mentoring programs are built around the idea of a ‘seasoned’ or experienced professional working with an individual who is new to the profession. There is a common assumption of the mentoring process being a primarily one-way relationship – with the mentor sharing knowledge with a mentee. However, in our recent research, it is clear that mentoring is often seen as a much more reciprocal relationship. What does this mean for how we, as a profession, should try to create mentoring opportunities? [ABSTRACT FROM PUBLISHER]

New librarians often feel as though they have something to prove. This desire can lead to feelings of inadequacy and failure in the workplace that manifest as anxiety and fear. The idea that someone is a fraud or only succeeding by luck is called Imposter Phenomenon or Imposter Syndrome. As early career instruction librarians, the authors set out to find tools for dealing with their Imposter Phenomenon. This paper outlines faith-based tools like exercise, counseling, and prayer for managing Imposter Phenomenon. Practical tools such as professional development, mentoring, and communities of practice are explained as solutions for lessening the effects of Imposter Phenomenon. [ABSTRACT FROM AUTHOR]

Teacher educators are an occupational group who appear to suffer from an identity crisis. They do not seem to be able to agree on what their role or professional learning needs are. This situation has dire consequences for the next generation of teacher educators who enter the field in the same rather haphazard and ad hoc way as the ones before. This phenomenon might further explain why it has been called the hidden profession with reports of a general lack of professional induction, mentoring and advice. To explore this issue, a study of twenty "accomplished" university-based teacher educators were posed questions, one in particular asked, "what advice would you give beginning teacher educators" ? A key finding is the important role a teacher educator plays as a public intellectual and the new skills and knowledges required to fulfil this role in an increasingly complex, multifaceted and digital world. 33 [ABSTRACT FROM AUTHOR]

The article offers information about the need or opportunity for mentoring and mentors in the occupational safety and health professionals in the U.S. It mentions the importance of strengthening the formality of the mentoring relationship. It discusses about the natural phases occur in the mentor/mentee relationship.

While university admission and attendance rates have risen dramatically since the dawn of the democracy in South Africa, university completion has not kept pace. These concerns about educational attainment have led to increased scrutiny of university completion and movements to hold universities accountable for graduation rates. This exploratory cross-sectional quantitative study aimed to explore the mentees' perspective of the Baditi Student Support Programme at the University of Limpopo. The convenience sample consisted of 55 (18 [32.73%] male and 37 [67.27%] female) volunteers. This study found that mentees at the University of Limpopo appreciate the university's intervention through the Baditi Student Support programme. It also found that mentoring remains an important role that every student must assume, formally or informally, sooner or later in their professional life. Mentoring benefits all parties--protégé, mentor, and an organisation or institution. The study recommends that an appropriate evaluation model or approach should be used to rigorously evaluate mentoring programmes on an ongoing basis for good practice. [ABSTRACT FROM AUTHOR]

This article offers statistical information about the future of our profession and the role that mentoring may play in retaining and promoting academic librarians into leadership positions within an organization. An overview of the history and definition of the word mentor and current terminology is offered to provide the reader with understanding of the complexity surrounding the concept of mentoring. Mentoring as process is explained, and both formal and informal mentoring processes are discussed and examples provided. The benefits of mentoring are detailed and include the benefits for mentors, mentees, and academic libraries, with a special focus on minorities and generational considerations now prevalent in libraries. Qualitative methodologies are examined to determine relationships, and the methods used include interviews, questionnaires, and print and online surveys. Case studies from across the nation are analyzed and offered as evidence that mentoring does in fact work well in many academic libraries, but librarians should be mindful that these mentoring processes must be evaluated periodically to remain viable. A brief discussion and future considerations section offer helpful information on gaps in the literature and the challenges that academic libraries face as they create and implement mentoring processes in their respective academic organizations. [ABSTRACT FROM PUBLISHER]

This article explores the role of mentors in three veterans treatment courts (VTCs) in two Midwestern states. VTCs have existed for more than 10 years and continue to flourish across local, state, and federal jurisdictions. Yet, little is known about the factors related to program compliance, completion, and reductions in recidivism. Many VTCs consider peer mentors as a key link between the court workgroup, program participants, and ultimately program outcomes. Thus, this study uses individual and focus-group data from interviews with veteran mentors and VTC team members along with field observations in various VTC settings to better understand the role of peer mentors. The research begins with an overview of the recruitment, selection, training, and retention of mentors. Secondly, the study examines the impact of these mentor programs and concludes with recommendations for further evaluation of the role of mentors and other key stakeholders regarding program compliance, completion, and recidivism reduction. [ABSTRACT FROM AUTHOR]

The article discusses need to better equip librarians through capacity building policies that will be both beneficial to the librarians and their organisation. It mentions need to mentor librarians so that they will be ahead of the clients they serve in terms of information harnessing and provision; and also mentions focus to determine how mentoring can be used for capacity building of librarians in private universities in Nigeria.

Teacher education scholars are increasingly calling for critical theories to unearth how diverse histories are silenced in teacher education. Employing critical theories to study student teaching experiences is of particular importance because placements are considered a vital component of new teacher preparation. In this study, we utilize Critical Race Theory to examine the student teaching experiences of preservice teachers of color in a graduate-level teacher education program committed to diversifying the teacher force. Through interview testimonios, participants revealed racialized experiences and described how they responded to and resisted racism within their student teaching placements. Racial, nativist and religious microaggressions left them feeling invisible, hypervisible, disrespected, and stereotyped by the very teachers responsible for mentoring and guiding them into the teaching profession. We share testimonio narratives that illustrate the themes across participants and highlight how they worked to understand student teaching experiences that were in contradiction with their authentic selves. Collectively, their testimonios highlight the need for teacher education program procedures and guidance for student teachers witnessing and experiencing racism in their K-12 placements. [ABSTRACT FROM AUTHOR]

Teaching-focused faculty mentorship programs can expose instructors to new ideas, as well as opportunities for critical self-reflection, professional growth, and network building. In this literature review, we synthesize the research on teaching-focused faculty mentorship programs that have been facilitated at institutions of higher education through online or blended modalities. We identify key trends in the reported outcomes of these programs, as well as aspects of program design and implementation that might enable or impede program success. Finally, we provide eight recommendations to help guide the implementation of online and blended faculty mentorship programs. [ABSTRACT FROM AUTHOR]

School-based mentoring (SBM) is an intervention that addresses the disengagement of "at-risk" youth. Currently, empirical evidence that SBM may help to stem youth disengagement remains largely inconclusive and inconsistent, and few studies have sought to examine the relational element of SBM. This article reports on a study that used a hermeneutic phenomenological methodology to identify and describe the constructs that constitute the lived experiences of two professional mentors working with young adolescents. The study's analysis revealed the mentor–mentee relationship as the principal operative element of such programs and identified mechanisms for the successful generation of mentor–mentee relational quality. [ABSTRACT FROM AUTHOR]

A school's performance over time is shaped by its ability to retain strong teachers. Research has identified multiple predictors associated with teacher retention; however, few studies have investigated the association between person-organization and person-group fit and teacher retention. The purpose of this study is to investigate the association between three measures of fit and teacher retention. The authors utilized a longitudinal data set that included 132 early career teachers (ECTs) with social network data from their mentors and colleagues. Data analysis identified that person-organization professional fit was positively associated with ECTs' decisions to stay or leave their school. The findings suggest that schools and districts should consider the degree of likely professional fit between ECTs and their schools when teachers are being hired and take steps to strengthen ECTs' sense of professional fit once they begin teaching. [ABSTRACT FROM AUTHOR]

The mentor–preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor–preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor–preservice teacher interactions. We analyzed how and when preservice and mentor teachers introduced ideas to group conversations and whose ideas were taken up by the group during a co-learning task. We found that mentor teachers tended to dominate group sense-making. However, preservice teacher use of imagination, the actions of teacher educators as brokers, and the use of boundary objects temporarily interrupted the dominant hierarchy. We conjecture that these moments raised preservice teacher status within the group so that mentor teachers took up preservice teachers' ideas. Implications for promoting more equitable preservice teacher participation in sense-making with mentor teachers are discussed. [ABSTRACT FROM AUTHOR]

The article talks about the works of work of the 2019 New Members Round Table (NMRT) and its subgroups, the Atlanta Emerging Librarians (AEL) and the Coastal Georgia Library Collaborative (CGLC). Topics discussed include New Members Round Table is a division of the GLA; and division strives to support new GLA members and new librarians, create mentorship opportunities, facilitate professional growth, offer avenues for collaboration between new and veteran library workers.

This paper attempts to open a critical discussion of Tekeli’s graduate course discussing active citizenship and participation in extension with the labor and work of young professionals (as architects/urban planners/urban designers) in our era of urban crisis. With this aim, the fragments of a fictional scenario—which was the final task of the course—are analyzed within a twofold framework: First, the paper elaborates that there are both formal and non-formal agents playing roles in the production of urban space and knowledge of urban space. Not only a variety of formal institutions but also civil organizations and initiatives have emerged considerably since the 2010s in Turkey. Hence, the labor in the production of urban space is pluralized by diversified agents. Secondly, I point out that our generation has been witnessing an era of urban crisis with multiple dimensions such as urban resistance and repression, anti-participatory aggressive production processes of urban space, exploitation of young professionals’ labor in parallel with unemployment, and the diminishing capacity of the profession. Through this twofold framework, I argue (and the fictional scenario accordingly ends in such a way) that young professionals could overcome the limits of the profession and generate new critical processes through prompting active citizenship and participation, including multiple actors of the production of urban space. This is the potential of the experiences of the last decade that we have just passed. [ABSTRACT FROM AUTHOR]

Teacher attrition is a perennial problem in many countries around the globe. With attrition especially pronounced amongst early career teachers, efforts to retain and sustain these teachers have highlighted the importance of effective mentoring and support programs within schools. However, less is known about the perceptions and experiences of graduates of initial teacher education (ITE) programs who choose not to enter the teacher profession, therefore not benefiting from such mentoring and support, and subsequently being lost to the profession, potentially forever. Therefore, this paper reports on a qualitative case study that investigated the reasons why one group of graduates from an ITE program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

A survey to assess mentoring experiences and attitudes towards work of Pennsylvania academic librarians was conducted in September 2006 with questions concerning mentoring experiences, work experiences, and attitudes towards work. Results of the survey are analyzed for differences among those librarians responding, especially generational differences, and implications for professional associations when developing mentoring programs are discussed. [ABSTRACT FROM AUTHOR]

The author reflects on the need to implement more experiential education in law schools across the U.S. in the midst of the pressures facing the legal profession in the country. He discusses the mentoring program of the journal to help the legal profession, the lack of programs by law schools to prepare its graduates in practicing law in the real world, and the benefits of requiring experiential education to graduate law schools.

RecycleForce, a social enterprise in Indianapolis, employs its peer mentor model to enhance the traditional transitional jobs format. Through qualitative research, the present study used interviews with peer mentors and transitional employees going through reentry at RecycleForce in order to gain understanding of this model. Certain aspects of RecycleForce's context, which this model exists within, were identified as integral to the model. The model's strengths, such as peer mentors having shared experiences with and sharing space with transitional employees, and the use of various mentoring strategies were identified and examined as possible explanations for RecycleForce's successes described in previous research. [ABSTRACT FROM AUTHOR]

Abstract This article contrasts perceptions among 58 under-represented minority (URM) faculty employed at U.S. research-extensive universities who reported an absence of mentoring or experienced informal or formal mentoring modalities. Key findings reveal a mentoring glass ceiling that affects URM faculty career paths: an absence of mentoring can lead to significant career miscalculations; well-intentioned mentors can devalue faculty scholarship; lack of senior faculty accountability for observed disengagement from faculty career development; and inadequate mentorship often limits access to social networks and collaborative research opportunities. Recommendations are offered for developing effective formal mentoring initiatives that reflect an institutional investment in early-career URM faculty. [ABSTRACT FROM AUTHOR]

This article considers five examples of Carmen Martin Gaite's activity as mediator in the editorial world: her role in convincing José Vergés to publish Juan Benet's first novel (1967), her mentoring work for Nostromo (especially in the early years 1973-74), her brief employment with Salvat Editores (Oct. 1973-June 1974), her association with Alfaguara's committee of readers for foreign authors (1978), and her role as adviser for Anagrama in Madrid (1992-2002). This overview of her role as mediator --practically ignored in her intellectual biographies-- allows us to better understand her patronage of young writers and her commitment to giving priority to literary value over commercial interests; although this defense of young writers and this commitment to artistic quality were also ways to underscore her own auctoritas. [ABSTRACT FROM AUTHOR]

The article offers the authors' insight on men's fear of engaging in mentoring relationships with women amidst the #MeToo movement against sexual assault and harassment citing its impact and potential challenges in academic medicine. Topics discussed include the issue of gender inequity and sexism, the moral and professional obligation of academic physicians in mentoring, and the role of health care organizations and academic institutions to help men cope with fear.

The article examines the rise of women-driven initiatives in the contemporary German film industry. Topics include the launch of the feminist film movement in the 1970s which gave access for women filmmakers into the industry, the creation of the Women in Film and Television Germany (WIFTG) in 2005 and the mentoring and coaching female film students to foster confidence and professional skills.

Mentoring is fundamental to the professional development of research scientists in academic health centers (AHC). Qualified mentors can support the development of competencies considered most significant in training research scientists. Yet AHC faculty may have little preparation in and knowledge of how to mentor. Emerging AHC mentor academies provide educational environments whereby faculty can learn the art and practice of mentoring. However, little is known about their effectiveness. Using the Transtheoretical Change Model (TTM), this study explored how 23 mentors used newly learned information to change their communication styles and develop shared expectations with mentees. Based on an inductive analysis of 46 reflective writing assignments, the results showed that the mentor academy enabled progress through the stages of contemplation and preparation, however, mentors rarely implemented new knowledge to make changes in their approach to mentoring. The authors suggest instructional strategies that will promote actionable change and accountability for implementation. [ABSTRACT FROM AUTHOR]

The article presents rules for writing a proposal for a career development grant. Applicants are advised to have three months of full-time effort for completing the application, to use the review criteria as a guide for writing a proposal and to write a clear and concise proposal. The importance of having a mentoring team during the proposed funding program is discussed.

This article considers the ways in which a group of university-based teacher educators work with school-based mentors (cooperating teachers). Owing to a number of changes in teacher education policy in England, feelings of marginalisation from the teacher educators are presented before exploring how they undertake their work with school mentors. Using a cultural and historical activity theory lens through which to view interview data, the analysis explores how teacher education activity has changed over the nine years since first interviewing the teacher educators. The findings identify three tools which mediate the work with school mentors. How the teacher educators perceive these tools is analysed in order to compare work intentions driven by the object motive of the teacher education activity with those advocated in the teacher education research literature. Collaborative working practices established by appropriating tools developed from scholarship activity around subject journals, research projects and mentor collectives suggest ways forward for enhancing the teacher educator role. This role is diversifying in teacher education in England with the introduction of new school-based training routes for beginning teachers. Consequently, there is growing need for greater clarity around the work, training and professional development opportunities for teacher educators in England. [ABSTRACT FROM AUTHOR]