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dc.contributor.authorDörner, Helga
dc.contributor.authorMišić, Gorana
dc.contributor.authorRymarenko, Margaryta
dc.date.accessioned2023-06-16T14:43:13Z
dc.date.available2023-06-16T14:43:13Z
dc.date.issued2021
dc.identifier.issn0077-8923, 1749-6632
dc.identifier.doi10.1111/nyas.14301
dc.identifier.urihttp://hdl.handle.net/20.500.14018/13859
dc.description.abstractOur study explores online international mentoring that supports novice faculty at geographically distant universities. Interview data with 30 mentees were analyzed using an inductive analysis method to describe how online mentoring supports young academics in their development as novice teachers, and to identify how they perceive this transformative experience in their own professional contexts and how an online setting may provide a context for the mentoring experience. Analyses showed that mentees have qualitatively different conceptualizations of the mentoring process, the role of the mentor, and the transformative potential of these professional relationships. A model of transformative experiences was thus created to describe the various cycles through which professional development in an online faculty mentoring program may evolve. Beyond generic implications, the particular dimension of how physical distance impedes mentors’ authenticity in mentoring has been identified.
dc.language.isoeng
dc.publisherWiley
dc.rightsCC BY-NC-ND 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleOnline mentoring for academic practice: strategies, implications, and innovations
dc.typeJournal article
dc.source.journaltitleAnnals of the New York Academy of Sciences
dc.source.volume1483
dc.source.issue1
dc.source.spage98
dc.source.epage111
dc.description.versionPublished version
refterms.dateFOA2023-06-16T14:43:13Z
dc.contributor.unitOther
dc.source.journalabbrevAnn. N.Y. Acad. Sci.
dc.identifier.urlhttps://onlinelibrary.wiley.com/doi/10.1111/nyas.14301


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Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0