Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Higher Education Dynamics. Volume 61

Sonst. Personen	de Lange, Thomas (Hrsg.); Wittek, Line (Hrsg.)
Titel	Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Higher Education Dynamics. Volume 61
Quelle	(2023), (214 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1571-0378
ISBN	978-3-031-37457-9
Schlagwörter	Mentors; Peer Teaching; College Faculty; Work Environment; Teacher Collaboration; Trust (Psychology); Collegiality; Feedback (Response); Supervision; Problem Based Learning; Clinical Experience; Faculty Development + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Fakultät; Arbeitsmilieu; Lehrerkooperation; Kollegialität; Problem-based learning; Problemorientiertes Lernen
Abstract	This book addresses how peer group mentoring in higher education can contribute to the development of supportive and collaborative working environments for faculty staff. It draws on an extensive empirical study examining how group based peer-mentoring methods are implemented and experimented within four different academic communities at one university, and documents how these environments and their participants experience peer group mentoring as a collaborative measure in the development of teaching and supervision practices. The book presents a literature review of research on peer group mentoring in higher education and provides the conceptual grounding for the book, placing peer group mentoring within the field of faculty development. The work presents analyses of the enactment of peer group mentoring in different environments and of faculty peers' engagement and collaboration with colleagues within the same teacher community, across teaching and supervision communities and across institutional boundaries. It also discusses the significance of trust in these peer group mentoring settings, summarises the implications of the reported findings and addresses the role this peer based approach might play in developing supportive collegiality in higher education as a working environment. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://link.springer.com/book/10.1007/978-3-031-24193-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01