Reconceptualizing Faculty Mentoring within a Community of Practice Model

Autor/inn/en	Smith, Emily R.; Calderwood, Patricia E.; Dohm, Faith A.; Gill Lopez, Paula
Titel	Reconceptualizing Faculty Mentoring within a Community of Practice Model
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 21 (2013) 2, S.175-194 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2013.813731
Schlagwörter	Mentors; Communities of Practice; Models; Higher Education; College Faculty; Professional Identity; Cooperation; Teacher Participation; Committees + Suchen Sie Ihr Suchwort? Community; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Co-operation; Kooperation; Committee; Ausschuss
Abstract	Despite the growing knowledge base on mentoring in academia, providing effective mentoring for faculty presents several complex dilemmas for academic units charged with facilitating mentoring. How do we institutionalize voluntary and spontaneous mentoring interaction? How do we support a collaborative climate in an inherently individual and competitive reward system? How do we design for trust? This study proposes a "community of practice" (CoP) model for faculty mentoring that emerged from the practical and conceptual dilemmas we faced as a professional graduate school trying to facilitate mentoring for its faculty. We share our rationale and process in moving toward a CoP model for mentoring and propose a structural--functional model for what it might look like in academia. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10