Mentoring as a journey

By Allen Awaya, Hunter Mcewan, Deborah Heyler, Sandy Linsky, D. Lum, Pamela Wakukawa. 2003

203 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/30c6a8d7afe0470f56375258fbcb69d53fed6b7a

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In Education

Citations in the corpus

Formal and Informal Mentoring (2014, background): “, Tillema, 2009), how teachers feel about their mentor has been shown to relate to how often they interact with them, the types of issues they discuss with them, and how they judge the mentors’ effectiveness (Awaya et al., 2003; Lofstrom & Eisenschmidt, 2009).”
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers (2007, background): “Current literature in teacher education focuses on the changes that cooperating teachers undergo in relation with other people, contexts and situations (Kilbourn & Roberts, 1991; Boreen & Niday, 2000; Awaya et al., 2003; Johnson, 2003) and how relationships are negotiated and renegotiated on the jou”
Novice teacher growth and personal models of mentoring: choosing compassion over inquiry (2005, background): “In its purest form, the interactive mentor seeks a rough relational parity of the sort Awaya et al. (2002) argue is most desirable, one that is characterized by ‘open conversation on issues of mutual concern’ (p.”
Mentoring for experienced school principals: professional learning in a safe place (2007, background): “One such use of mentoring is the induction and professional development of newly qualified teachers, as they are mentored both into the profession of teaching and also into the school as a workplace (Field, 1994; Villani, 2002; Awaya et al., 2003; Portner, 2003).”
A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review (2007, background): “Without always using the term supportive, many articles describe actions of support by the mentor, such as providing words of encouragement (Awayaa et al., 2003) and demonstrating an eagerness to help (Noe, 1988; Pitney & Ehlers, 2004).”
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education ☆ (2014, background): “…andpractices (Rodgers&Keil, 2007); examination of differences and similarities between functions in different roles related to mentoringpractices (Awaya et al., 2003); conditions and types ofmentoring relationships that promote best practices in mentoring (Harrison, Dymoke, & Pell, 2006);…”
Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education (2014, background): “Awaya et al. (2003) argued that in this traditional description of mentoring, the mentor is presumed to be higher ranked and they assume the dominant role, thus creating an environment for possible power struggles between the mentor and mentee.”
Mentors' perceptions of their roles in mentoring student teachers (2005, unknown): “Within teacher education, mentoring is often referred to as a journey (Awaya et al., 2003) and as a process of collaborative work (Gehrke & Kay, 1984; Feiman-Nemser, 1998).”
Mentoring in sports coaching: a review of the literature (2009, background): “Interactive mentors will seek a rough relational parity with their protégés (Awaya et al. 2003), and is characterised by open conversation on issues of mutual concern with the mentor acting as a friend, colleague and trusted advisor.”
Peer mentoring: engaging pre‐service teachers in mentoring one another (2005, result): “This is similar to establishing what Awaya and co‐authors ( 2003 ) have termed a culture of mentoring .”