Well-Being and Mentoring in Pre-Service Teacher Education: An Integrative Literature Review

Autor/in	Dreer-Goethe, Benjamin
Titel	Well-Being and Mentoring in Pre-Service Teacher Education: An Integrative Literature Review
Quelle	In: International Journal of Mentoring and Coaching in Education, 12 (2023) 4, S.336-349 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dreer-Goethe, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-09-2022-0073
Schlagwörter	Well Being; Mentors; Preservice Teacher Education; Literature Reviews; Interpersonal Relationship; Teacher Attitudes; Student Teachers; Student Teacher Attitudes; Job Satisfaction; Psychological Patterns; Fatigue (Biology) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Lehramtsstudiengang; Lehrerausbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Fatigue; Ermüdung
Abstract	Purpose: Mentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues. Design/methodology/approach: Through an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework. Findings: The framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor-mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place. Originality/value: This work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01