Teacher AND Mentor: Exploring the Characteristics and Benefits of Informal Mentoring Relationships between Teachers and Students Considered ‘at Risk’ in Secondary School
Notice bibliographique
Résumé
Views and definitions of mentoring continue to evolve and become more expansive in the literature (Mullen & Klimaitis, 2021). Although studies have explored the role of mentoring for and by teachers and leaders, further study of the mentoring relationship between a teacher and a student considered ‘at risk’ in secondary school is needed. Using an exploratory approach, this qualitative study investigates informal mentoring relationships between teachers and secondary school students considered ‘at risk’ in Ontario, Canada to determine the characteristics and potential benefits of such a relationship. Using semi-structured interviews with seven mentors and six mentee participants, I examined the following questions: a) What are the characteristics of informal mentoring relationships between teachers and students considered ‘at risk’ within the secondary school context in Ontario? b) How are informal mentoring relationships between secondary school teachers and students considered at risk developed and maintained? c) What are the benefits of informal mentoring relationships as identified by the teachers and students who experienced such a relationship within the context of a secondary school in Ontario? i) What are the perspectives of the mentors and mentees on the connections between informal mentoring relationships and mental health and well-being? Findings reveal characteristics integral to a positive informal teacher-student mentoring relationship with youth considered ‘at risk’ that include trust, time, listening, authenticity, and providing a safe space. This study showed how mentoring relationships were initiated by classroom teachers noticing the need for additional support. Mentor-teachers then reached out to a support person within the school. Mentors and mentees in this study commented on the connection of the mentoring relationship to improved mental health and well-being. Some participants indicated that the relationship was lifesaving. The final finding was that the role of the educator is both teacher AND mentor. When teachers know their students beyond them being faces in the classroom, a community can grow where good teaching includes providing guidance and support to students. This study identifies the characteristics and benefits of mentoring relationships for the well-being of mentees and explores reframing the role of the teacher to include greater attention to mentoring.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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