Peer Mentoring Communities of Practice for Early and Mid-Career Faculty: Broad Benefits from a Research-Oriented Female Peer Mentoring Group

Autor/inn/en	Rees, Amanda; Shaw, Kimberly
Titel	Peer Mentoring Communities of Practice for Early and Mid-Career Faculty: Broad Benefits from a Research-Oriented Female Peer Mentoring Group
Quelle	In: Journal of Faculty Development, 28 (2014) 2, S.5-17 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-7627
Schlagwörter	Peer Teaching; Mentors; College Faculty; Questionnaires; Females; Women Faculty; Essays; Communities of Practice; Teacher Collaboration; Goal Orientation; Interdisciplinary Approach; Friendship; Group Membership; Faculty Development; Group Activities; Tenure; Gender Differences; Departments; Surveys; Ethnography; Qualitative Research; Thematic Approach + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Fakultät; Fragebogen; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Essay; Aufsatzunterricht; Community; Lehrerkooperation; Zielorientierung; Zielvorstellung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Freundschaft; Gruppenzugehörigkeit; Gruppenaktivität; Amtszeit; Beschäftigungsdauer; Geschlechterkonflikt; Department; Abteilung; Survey; Umfrage; Befragung; Ethnografie; Qualitative Forschung; Themenzentrierter Unterricht
Abstract	In light of recent interest in the limitations of early and mid-career mentoring (Driscoll et al 2009; Trowers 2011), this case study of a women's scholarly activity and goal setting Community of Practice (CoP) indicates that such groups can offer extensive peer mentoring at one teaching-oriented state university in the United States. Using a questionnaire and open-ended essay, this study explores the impact of this CoP on its participants. We find that peer mentoring occurring in this group includes: goal setting, establishing a sense of institutional community; appreciation for group interdisciplinarity; an old girls network; friendship; feelings of connection to and membership of a group; and, support for professional development. This study has important implications for faculty development facilitators in that peer-to-peer group mentoring CoPs have a variety of benefits central to supporting female pre-tenure/early career faculty and post tenure/mid-career faculty as successful community members. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10