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There is growing interest in reverse mentoring from an equity, diversity and inclusion (EDI) perspective across the higher education (HE) sector. An interesting and under‐explored area is the extent to which reverse mentoring may be utilised to connect the student body with university leadership, a significant category of people making decisions that impact on student experiences but whom students may rarely (or in some cases never) interact with, often being associated with the idea of the faceless ‘university’. Consideration of the disconnect between students and university leaders and what, if anything, reverse mentoring conversations can bring to this space, has been limited. This paper shines a light on these relationships (and their importance) through its critical exploration of a reverse mentoring scheme via which students at a range of levels and from diverse disciplines and under‐represented backgrounds mentored senior leaders within a Russell Group university on EDI‐related topics. It is one of the first studies to collaboratively consider the perspectives of mentors (students from under‐represented backgrounds) and mentees (those in senior leadership positions), exploring the role and impact of reverse mentoring via novel applications of adapted indicators of leader–member exchange theory and facets of multicultural, ecological and relational mentoring. Key themes include understanding diverse identities, navigating hierarchies, influencing institutional change, creating compassionate, safe spaces and transforming practice through engagement with lived‐experience expertise. This paper seeks to further develop understanding of the intersections between student belonging and HE leadership through the vehicle of reverse mentoring. [ABSTRACT FROM AUTHOR]

Purpose: Reverse mentoring is gaining attention as a means to engage and retain young employees by facilitating the exchange of knowledge, ideas and perspectives with their senior counterparts (leaders). Despite its widespread recognition, there remains a significant scarcity of empirical evidence regarding its enablers and effectiveness. Building on this research gap, this study aims to investigate the association between leader humility, reverse mentoring and subordinate turnover intentions using the theoretical frameworks of job demand resource theory and social exchange theory. In addition, the study assesses how leader competence moderates the impact of leader humility on promoting reverse mentoring. Design/methodology/approach: The study used time-lagged multi-wave data with a two-week interval between each wave, collected from 386 information technology professionals working in different organisations in India. The hypotheses developed were tested using partial least square structural equation modelling. Findings: The finding from the analysis reveals that leader humility had a significant impact in promoting reverse mentoring, which consequently led to reduced subordinate turnover intentions. In addition, leader competence positively moderates the association between leader humility and reverse mentoring. Originality/value: To the best of the authors' knowledge, this study is the first to empirically examine the impact of reverse mentoring on subordinates' turnover intentions, as well as the indirect effect of leader humility on turnover intention through reverse mentoring. Furthermore, the study sheds light on the previously under-researched boundary conditions of leader humility. [ABSTRACT FROM AUTHOR]

This study aims to examine the impact of reverse mentoring on the change adaptation behavior of senior employees working in public sector organizations. Specifically, the purpose of this research is to gain insights into enhancing adaptability and organizational change management strategies in employees by studying the sequential mediation of cognitive flexibility and resilience. This study uses a deductive research approach with employees' positivism philosophy to examine the effect of reverse mentoring on change adaptation. It utilizes a purposive sampling technique and data was collected from the employees working in public sector organizations in Pakistan. We employed a time-lagged data collection method to gather insights from a representative employee pool and Mplus for data analysis. The study shows that all variables examined have significant positive effects on each other. Reverse mentoring, cognitive flexibility, and resilience contribute to improved change adaptation in public sector organizations. [ABSTRACT FROM AUTHOR]

The integration of educational research into teaching practice is an important component in fostering the professional development of educators. Recognizing mentoring activities as an effective method for fostering such research-driven teaching practice, this study set out to explore the effectiveness of reverse mentoring in cultivating a scientific mindset and enhancing research skills among school-based teacher educators. The defining feature of reverse mentoring is the reversal of the mentor and mentee roles, with student teachers mentoring school-based teacher educators. These school-based teacher educators here represent in-service teachers who teach in schools on a daily basis while simultaneously supporting the training of future teachers. Through a semi-structured interview study, nine reverse mentoring projects implemented in Austria and Greece were analyzed. The findings highlight the importance of the thematic focus of the reverse mentoring projects, motivations for participation, insights into collaboration dynamics, learning outcomes, and suggestions for process improvement. Learning outcomes are reported in new teaching methods, content knowledge, and improved collaboration capabilities. A framework categorizing reverse mentoring collaboration into basic, guided, and deep levels is discussed. Suggestions for further research are provided to validate and expand upon the findings of this study. [ABSTRACT FROM AUTHOR]

The following article presents the findings of a Reverse Mentoring evaluation project conducted at a modern university in northwest England, which has a high proportion of students from non-traditional educational backgrounds. Using a reverse mentoring framework, the traditional mentor–mentee relationship was flipped with students serving as senior partners and their tutors as junior partners. The purpose of this study was to investigate how staff–student relations could be strengthened by gaining a better understanding of one another's perspectives. The concept of institutional habitus provided a theoretical framework within which to examine disparities in mentor–mentee cultural understanding. Using a mixed approach to data collection, composite narratives were constructed. They revealed subtle cultural mismatches between the positions of mentor and mentee. The study speculates that by gaining a better understanding and appreciation of students' habitus, more inclusive teaching practises can be developed to ensure the inclusion of all students. [ABSTRACT FROM AUTHOR]

The purpose of this article is to consider and determine the features of the types of mentoring in modern realities. The relevance of the consideration of this topic for the successful implementation of the individual’s activities in various fields, as well as within the framework of the revival of the institute of mentoring, is substantiated. The essence of mentoring as a social institution at the present time is analyzed. The factors that contributed to the change in the organizational andcontent side of mentoring are described. The types of mentoring are presented and differentiated: tutoring, mentoring, coaching, facilitation, reverse mentoring, as well as forms of mentoring: individual and group. The scope of application of each type of mentoring is described. Based on the analysis of publications, the issue of mentoring functions in various fields is considered: supportive, diagnostic, developmental, communicative and mediative. Research methods include analysis, synthesis, generalization and classification of theoretical works. In the process of writing this article, we analyzed domestic and foreign sources, which allowed us to summarize the experience in this direction and identify the characterological signs of mentoring as a social institution in modern realities. The results provide a description of the specific characteristics of each type of mentoring in the context of modern times, a description of the functions of mentoring.

The integration of educational research into teaching practice is an important component in fostering the professional development of educators. Recognizing mentoring activities as an effective method for fostering such research-driven teaching practice, this study set out to explore the effectiveness of reverse mentoring in cultivating a scientific mindset and enhancing research skills among school-based teacher educators. The defining feature of reverse mentoring is the reversal of the mentor and mentee roles, with student teachers mentoring school-based teacher educators. These school-based teacher educators here represent in-service teachers who teach in schools on a daily basis while simultaneously supporting the training of future teachers. Through a semi-structured interview study, nine reverse mentoring projects implemented in Austria and Greece were analyzed. The findings highlight the importance of the thematic focus of the reverse mentoring projects, motivations for participation, insights into collaboration dynamics, learning outcomes, and suggestions for process improvement. Learning outcomes are reported in new teaching methods, content knowledge, and improved collaboration capabilities. A framework categorizing reverse mentoring collaboration into basic, guided, and deep levels is discussed. Suggestions for further research are provided to validate and expand upon the findings of this study.

The purpose of this article is to describe and explain a mentoring initiative for supporting and retaining middle school teachers. First, we examine the persistent problem of teacher retention in U.S. schools, particularly in middle schools. Then, we describe a mentoring initiative—a community practice mentoring model that is well-suited for facilitating professional learning and addressing the retention issue. We define community of practice and note how communities of practices work in schools. We argue that a community of practice model is both a powerful conceptual framework for mentoring teachers and a practical approach to supporting middle school teachers’ practice. Next, we report on middle school conditions including organizational structures, effective professional learning, and the multigenerational nature of the teaching force. Subsequently, we focus on the key features of a community that enhances teachers’ professional learning, reduces teacher isolation, and influences teacher retention. We end with our recommendations and a few concluding remarks about the importance of good talk and setting the conditions for teacher optimism.

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This study critically examined the impact of a crisis context (COVID-19 pandemic) on K-12 teachers by placing emphasis on the mentor-mentee dyad through the perspective of the mentee in a large United States public school system. A phenomenological case study was undertaken that used semi-structured interviews to examine 14 early career teachers (mentees) participating in a formal mentoring program during the 2020–2021 school year. The study focused on mentor-mentee relationships by accounting for the single most traumatic and transformative event of the modern era of K-12 public education. The analysis yielded three findings highlighting the impact of COVID-19 on the mentor-mentee dyadic experiences of first- and second-year teachers engaged in a mentoring relationship. The findings indicate that (a) e-mentoring allowed for avoidant behaviors from mentors (b) successful mentoring involves the development of personal relationships between a mentor and mentee, and (c) peer and reverse mentoring became commonplace during the COVID-19 pandemic. Public school systems can use these findings to help develop positive mentor and mentee relationships that go beyond the traditional dyadic roles and help reduce stress in a crisis context, while developing a culture where superiority bias is improved. Research implications offer mentoring literature a view to pay more attention to temporal influences during environments of high stress, which may provide more explanatory power on mentorship roles, cultural influences, and social interactions in the course of mentor-mentee practices. [ABSTRACT FROM AUTHOR]

The impact of the COVID 19 pandemic on student wellbeing and mental health should not be understated. Interventions seeking to improve cultures in law schools to challenge stigmas surrounding support access are consequently vital. This paper draws on an innovative staff/student reverse mentoring scheme within a Russell Group university where law school staff were mentored by international undergraduate law students. It explores the use of reverse mentoring as a tool to develop self-awareness and positive identity formation in law students through authentic and reciprocal relationships with staff, facilitating empowered approaches to support which are anticipatory, as opposed to existing in crisis management mode. To demonstrate this, the stages of self-authorship theory are used to thematically organise interview data collected from student mentors. The paper also explores specific areas of student support (employability and personal tutoring) where the impact of reverse mentoring and its self-authorship generating capacity may be particularly useful. This paper argues that reverse mentoring in the law school and beyond provides a positive opportunity for students to adopt more self-authored and authentic approaches to their support needs, identifying a novel intersection between diversity and inclusion initiatives and the practical accessing of support as a law student. [ABSTRACT FROM AUTHOR]

To meet the educational needs of teachers who need and want to use technology in their classrooms, this study was created as a school-university collaboration application for the professional development of preservice teachers enrolled in the Computer Education and Instructional Technologies (CEIT) department. The study has the characteristics of an intergenerational mentoring practice since mentors and mentees include different age groups and interdisciplinary since the preservice teachers are educated in a technology-oriented department and they worked with teachers from different branches. The aim of the research is to determine the opinions and experiences of preservice teachers regarding the technological training for teachers and the microteaching processes carried out before such training. The research was designed as a case study. Online interview forms, preservice teacher diaries, group reports, microteaching observations and classroom observations were used to collect research data. In the microteaching phase of the study, preservice teachers' prepared lesson plans for the technologies they would teach teachers and conducted lectures to the instructor and their classmates. In the teacher training phase, they provided training to the teachers for the technologies they could use in their classes. After this phase, they observed teacher's classroom applications using technology. The results of the research show that applications in this study contributed to preservice teachers' field and professional knowledge, helped them to improve their effective presentation and communication skills, and to gain teaching experience and to improve their self-confidence towards the profession. For future applications, it is recommended to provide more systematic guidance to preservice teachers during the selection of technology applications and the teaching strategies to be used, and to increase the number of microteaching sessions. [ABSTRACT FROM AUTHOR]

Building on Murphy's (2012) model of reverse mentoring, we examine the psychological processes that contribute to skill development in initiatives where knowledge is transferred from younger to older individuals. We employ a sample of younger mentors (n = 457) and older learners (n = 293) participating in a digital skills initiative to test parallel moderated mediation models. Our findings show extrinsic motivation plays a dominant role in the development of younger groups' mentoring skills, while older learners' digital skills development is primarily driven by intrinsic motivation. We also find positive affect and self‐efficacy can serve as personal resources in this context, but only for mentors. Taken together, our results suggest motivational processes in reverse mentoring unfold differently for the two groups involved in the exchange. Recommendations for human resource practice, including specific guidelines for developing intergenerational learning initiatives, are discussed. [ABSTRACT FROM AUTHOR]

This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors' challenges when managing their own technological and pedagogical development alongside preparing student teachers for technology-enhanced learning (TEL). Building on previous research on ITE tutors' use of TEL across the island of Ireland, this paper discusses the synergy between the cognitive apprenticeship model and reverse mentoring that upends the classic co-operating teacher/student teacher hierarchy and positions all partners in ITE programmes as learning leaders at key points in the partnership process. An online survey comprising 51 items was administered to a purposive sample of 50 ITE tutors from four ITE providers, two in Ireland and two in Northern Ireland (NI), who were selected due to their developing interest in the use of virtual reality in teacher education. Data analysis using SPSS combined with thematic analysis of open-ended responses revealed that although the majority of ITE subject methods tutors conveyed open-minded and willing attitudes to embrace VR in the future, they identified a number of systemic issues that need to be addressed first. These include the disconnect between innovative pedagogical practices presented in university-based modules and the stark reality of technological deficits in some classrooms; the pedagogical and resource-based 'readiness' of ITE tutors to embed VR in their subject-specific teaching; and the need for curriculum-focused, VR resources for school-based use. As a result of this study, an incremental, cyclical approach to growing the body of knowledge around VR pedagogy is proposed in conjunction with new forms of collaboration between the partners in ITE. [ABSTRACT FROM AUTHOR]

Abstract Mentors have the responsibility to guide their mentees through academic and scientific challenges that they might encounter during their educational and professional development. In embodying the role of mentors, senior academics are also expected to transmit knowledge and competencies on the topic of research integrity to their junior colleagues. However, senior academics do not always succeed in transmitting responsible research practices and enhancing the research integrity climate. The implementation of the concept of reverse mentoring can be an option to overcome this issue. Different from traditional mentoring, the flow of information is reversed, going from juniors to seniors. Reverse mentoring, as a developmental partnership between mentees and mentors, has been already used successfully within the private sector and in medical education. In times in which most universities invest resources in organizing dedicated research integrity trainings for PhD candidates and junior researchers, it would be valuable to consider reverse mentoring for fostering responsible research practices and enhancing the research integrity climate. PhD candidates and junior researchers can join and fully contribute to the endeavor of enhancing the research integrity climate by co-creating, together with their senior colleagues a new-shared learning environment.

This qualitative research study delves into elementary school teachers’ beliefs and the potential contribution of reverse mentoring to improve English language teaching for children. The purpose was to explore how elementary in-service teachers’ beliefs could be transformed after participating in a reverse mentoring experience. A group of in-service teachers from two public elementary schools and a group of student-teachers from Universidad de Córdoba (Colombia) were the research participants. Data were gathered through a questionnaire, interviews, and classroom observations. Findings showed that reverse mentoring played an important role in transforming in-service teachers’ beliefs about teaching English to children regarding the difficulties of language learning, communicative strategies, motivation and expectations, foreign language aptitude, and the nature of language learning.

There is dearth of studies exploring the likelihood of reverse mentoring practices being accepted or resisted in diverse organizational contexts. Moreover, prior studies on reverse mentoring have focused on the formal programmatic implementations instead of exploring the informal instances where senior employees learn from their junior colleagues in organizations. To address these gaps, we pose the question: What are the factors necessary for formal and informal reverse mentoring to succeed? We utilized a qualitative methodology based on in‐depth semi‐structured interviews with 10 globally located learning and development professionals from Asia, Europe, and the Americas who are often tasked with executing mentoring initiatives in their respective organizations. Our findings indicate that reverse mentoring can be successfully practiced both formally and informally if such practices are aligned with the cultural preferences of the context. [ABSTRACT FROM AUTHOR]

This quantitative case study examined the goals of faculty members in a faculty technology mentoring (FTM) program to integrate technology into their teaching process and the factors that inuence the mentoring process. Data sources of the study: (a) weekly meeting diaries, (b) end-of-program evaluation interviews, and (c) case reports. According to the results of this study, four goals were effective in the participation of 10 faculty members in this program. These are the delivery of skilled and interactive instruction, the development of prospective teachers' digital literacy, the publication of scholarly work on emerging instructional technologies, and the fulfillment of expectations for the use of technology in higher education. With these goals in mind, the faculty members who participated in the FTM process rated the contribution of the process to their teaching studies as supportive. Another important finding is the factors driving the mentoring process. These six categories are the expansion of mentees' technology integration opportunities, barriers arising from technological tools, the impact of the pandemic COVID -19, Mentors' successes from the mentoring experience, factors that develop during the program process, and finally the relationship between mentee and mentor. [ABSTRACT FROM AUTHOR]

Reverse mentoring, which refers to the relationship between a young employee in the role of the mentor and a more senior and experienced employee in the role of the mentee, is gaining popularity in the business world. This study aims to discuss the relationship between research assistants, who are just starting at the academy and are thought to have traces of reverse mentoring, and advisors with more experience in the academy, in the context of the functions and sub-functions of reverse mentoring. In this exploratory study, in which a qualitative research method was adopted, data was obtained as a result of semi-structured interviews with 17 research assistants working in different faculties and departments at a state university in Turkey. The data obtained after the interviews with the research assistants was analysed using content analysis. The findings of the research suggested that the career, psycho-social, and role model functions of reverse mentoring in the relationship between research assistants and their advisors have sub-functions of knowledge sharing, challenging ideas, networking, friendship, and new perspectives. It was also concluded that other functions were at a limited level or non-existent. [ABSTRACT FROM AUTHOR]

In recent years, the Reverse Mentoring (RM) model has gained popularity in large companies. Although the prevailing RM model—junior employees mentoring senior employees—benefits both groups and promotes innovation, small and medium-sized enterprises (SMEs) do not implement it due to lack of economies of scale, organizational capacities, and skilled junior employees. We devise a new RM model for SMEs that overcomes these disadvantages. First, the intervention of an intermediate, trusted professional entity initiates and supports the program for several companies; second, the mentors are not junior employees, but external graduate students with education in innovation. A pilot experiment was tested in the state of Ceara, Brazil. The preliminary findings support the new model's feasibility and efficacy for SMEs. The intervention stimulated significant innovative ideas and resulted in out-of-the-box thinking, identification of potentials for innovation opportunities, and adaptation of an open innovation approach, which is important for SMEs with limited financial and non-financial resources. This study contributes to the literature on SMEs and RM by offering a new model that can overcome existing market failures experienced by SMEs. Empirical testing demonstrates its feasibility. [ABSTRACT FROM AUTHOR]

The UK workplace is witnessing unprecedented change; for the first time witnessing four generations simultaneously active in the workplace. Organisations are increasingly adopting Reverse Mentoring (RM) to link generations together yet adoption is outpacing research into its effectiveness (Marcinkus-Murphy, 2012). A qualitative exploratory study of ten mentors and mentees, using a narrative methodology sought to understand the reverse mentoring relationship and derivation of value. Findings showed the relationship to be reciprocal, capable of generating significant value for mentee, mentor & organisations, beyond simply exchanging knowledge. The study outlined practical opportunities for HR professionals keen to harness the multi-generational workforce.

Mentors have the responsibility to guide their mentees through academic and scientific challenges that they might encounter during their educational and professional development. In embodying the role of mentors, senior academics are also expected to transmit knowledge and competencies on the topic of research integrity to their junior colleagues. However, senior academics do not always succeed in transmitting responsible research practices and enhancing the research integrity climate. The implementation of the concept of reverse mentoring can be an option to overcome this issue. Different from traditional mentoring, the flow of information is reversed, going from juniors to seniors. Reverse mentoring, as a developmental partnership between mentees and mentors, has been already used successfully within the private sector and in medical education. In times in which most universities invest resources in organizing dedicated research integrity trainings for PhD candidates and junior researchers, it would be valuable to consider reverse mentoring for fostering responsible research practices and enhancing the research integrity climate. PhD candidates and junior researchers can join and fully contribute to the endeavor of enhancing the research integrity climate by co-creating, together with their senior colleagues a new-shared learning environment. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is widely recognised that mentoring is key for retention, employee performance and a culture of learning and development (Clark 2017), however, organisations are still struggling to implement a sustainable framework where mentoring can flourish. This article critically reflects on how to make mentoring programmes successful and sustainable in large global organisations. Based on data collected from the coaching and supervision notes of five international coaches in two global orgnisations between 2013 and 2017, the article develops practical recommendations on how mentoring can be supported by different stakeholders so that mentor programmes can be used as a sustainable development tool. It aims to bring clarity to the concept of mentoring and offers clear guidelines for diverse organisations and institutions on how to set up mentor programmes and which pitfalls need to be avoided. It also reviews key drivers of mentor programmes, assesses the benefits for the individual and organisation and reflect on to trends in mentor programmes such as reverse mentoring.

Pek çok yönetim uygulaması gibi mentorluk da kendisini değişen şartlara göre yeniden düzenlemektedir. Tersine mentorluk, bilişim teknolojilerinin gelişmesi, çalışma koşullarının farklılaşması, iş hayatına giren yeni kuşakların önceki kuşaklardan farklı beklentilere sahip olması gibi sebeplerle yeni bir mentorluk anlayışı olarak ortaya çıkmıştır. Bu çalışmada tersine mentorluğa ilişkin izler taşıdığı düşünülen ve 2015 yılında gösterime girmiş olan The Intern (Stajyer) filmi incelenmiştir. Filmin başrolleri arasındaki ilişki tersine mentorluk işlev ve alt işlevleri bağlamında ele alınmıştır. Nitel araştırma yöntemleri benimsenerek yürütülen çalışmada analiz tekniği olarak betimsel analiz tercih edilmiştir. Yapılan analiz ile birlikte; bilgi paylaşımı, açığa çıkarma ve görünürlük, meydan okuma ve zorluklar, sosyal ağlar, kabul ve onaylama, arkadaşlık, cesaretlendirme ve rol model alt işlevlerinin filmde işlendiği sonucuna ulaşılmıştır. Koçluk, yetenek gelişimi ile destek ve geribildirim alt işlevlerinin ise filmde yer almadığı görülmüştür.

This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for technology-enhanced learning (TEL). Building on previous research on ITE tutors’ use of TEL across the island of Ireland, this paper discusses the synergy between the cognitive apprenticeship model and reverse mentoring that upends the classic co-operating teacher/student teacher hierarchy and positions all partners in ITE programmes as learning leaders at key points in the partnership process. An online survey comprising 51 items was administered to a purposive sample of 50 ITE tutors from four ITE providers, two in Ireland and two in Northern Ireland (NI), who were selected due to their developing interest in the use of virtual reality in teacher education. Data analysis using SPSS combined with thematic analysis of open-ended responses revealed that although the majority of ITE subject methods tutors conveyed open-minded and willing attitudes to embrace VR in the future, they identified a number of systemic issues that need to be addressed first. These include the disconnect between innovative pedagogical practices presented in university-based modules and the stark reality of technological deficits in some classrooms; the pedagogical and resource-based ‘readiness’ of ITE tutors to embed VR in their subject-specific teaching; and the need for curriculum-focused, VR resources for school-based use. As a result of this study, an incremental, cyclical approach to growing the body of knowledge around VR pedagogy is proposed in conjunction with new forms of collaboration between the partners in ITE.

Knowledge sharing is a key challenge for modern organizations, especially in periods of uncertainty such as that of the current pandemic. This conceptual paper argues that intergenerational learning (IGL) is a useful intervention to address the challenge of knowledge sharing in the New Ways of Working. We conducted an integrated literature review based on the PRISMA methodology. Our findings reveal the limited adoption of reverse mentoring in practice, indicating the need to have a more curated intervention to promote knowledge sharing in modern organizations. We advance the discourse about reverse mentoring with the aim of overcoming its challenges and presenting a self‐driven approach to sharing the tacit knowledge inherent in an organization. The study contributes by presenting a conceptual model of IGL that promotes knowledge sharing during the COVID‐19 pandemic through the leveraging of the multi‐generational workforce's diversity. Further, the study has implications for practice that can aid effective knowledge management in the current times. [ABSTRACT FROM AUTHOR]

In response to a changing higher education landscape, this essay presents an argument for utilizing reverse mentoring to solve technological problems in the academy. Specifically, the essay argues that 1) Gen Z students are uniquely positioned to capitalize on reverse mentoring programs and 2) instructional communication is an important framework for future reverse mentoring research.

The reverse mentoring refers to a new mentoring model in which traditional mentoring roles are completely changed, accordingly in this new model, less experienced teachers and the students who used to be "apprentice" in traditional mentoring are positioned as "master". However, it has been observed that there are no systematic reverse mentoring practices in the Turkish Education System through which the teachers can receive direct feedback from Z and alpha generation students about their classroom management skills, and also can improve their critical reflective thinking. This study was designed according to the conceptual research approach. After holistically evaluating the important literature studies and theoretical information on the concepts of intergenerational learning and reverse mentoring, the application of "Instructional Reverse Mentoring" as a new practice was discussed and evaluated based on the student-teacher relationships, with its application stages, challenging, strengths and possible risks. In addition, an alternative reverse mentoring practice proposal specific to education field regarding the intergenerational learning approach was introduced with sample implementation stages. The research revealed that the researches in education mostly consist of studies focusing on providing teachers with technological skills; that the studies which are specific to improve the quality of teaching regarding the expectations of new generations through critical reflective evaluations are rather limited; that there is a crucial conceptual gap in this field; and also that the instructional reverse mentoring practice proposal set forth in the study can contribute to the spread of reverse mentoring practices in educational field and to professional development of teachers. [ABSTRACT FROM AUTHOR]

Nowadays, the aging of the workforce is an obvious phenomenon, and, at the workplace, the Baby Bommers and the Y generation will have to work together. So, the professionals in the human resources domain are forced to find ways to homogenize, to retain and to keep active the members of these generations. The purpose of this paper is to analyze the literature in the field of reverse mentoring as well as to identify best practices implemented by different successful companies. To achieve this aim, the secondary study was conducted in two directions: (1) an analyze of the reverse mentoring as a mean of transferring knowledge; (2) a presentation of a generational profile. The premise behind this study is that, given the aging of the labor force and the major developments in technology, a viable solution would be to facilitate the transfer of experience and knowledge between different generations of employees. In this study, reverse mentoring is considered as a tool that facilitates the transfer and diffusion of knowledge at the organization level.

Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning.

Partisan politics challenge educators to determine how best to navigate discussions of controversial subjects within their classrooms. This can be particularly true for new educators in the early stages of developing their confidence and classroom management skills. This qualitative case study uses situated learning and the communities of practice theoretical constructs to investigate a new approach to educator training and co-facilitation. The new approach places recent journalism school college graduates in classrooms alongside teachers to foster real-time professional development through a process best described as reverse mentoring. The model could potentially provide educators with new pedagogical strategies during divisive political times. Specifically, this study examines the working relationship between an established sixth grade English-language arts/social studies teacher and a 25-year-old recent journalism school college graduate who collaborated during the 2016-17 academic year at a public middle school in a conservative rural community in the Pacific Northwest. [ABSTRACT FROM AUTHOR]