"I Become a Part of the Learning Process": Mentoring Episodes and Individualized Attention in Graduate Education

Autor/inn/en	Schwartz, Harriet L.; Holloway, Elizabeth L.
Titel	"I Become a Part of the Learning Process": Mentoring Episodes and Individualized Attention in Graduate Education
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 22 (2014) 1, S.38-55 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2014.882604
Schlagwörter	Foreign Countries; Graduate Students; Masters Programs; Teacher Student Relationship; Mentors; College Faculty; Demography; Student Characteristics; Interviews; Student Experience; Self Concept; Learning Processes; Learner Engagement; Interpersonal Relationship; Critical Incidents Method; Caring; Canada; United States + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Demografie; Interviewing; Interviewtechnik; Studienerfahrung; Selbstkonzept; Learning process; Lernprozess; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Kanada; USA
Abstract	Meaningful interactions with faculty can help graduate students' progress successfully through their academic work, develop scholar-practitioner identity, and begin to cultivate academic relationships and relational skills that will help them succeed. These outcomes emerged from a critical incident technique study in which we interviewed 21 master's students. Based on the findings, we propose individualized attention as an organizing theme to help us consider how to intentionally engage with our students from a relational perspective. The concept of individualized attention, as developed in this inquiry, suggests: invitation, engaged presence, care, and enthusiasm as elements of the relational practice of teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10