Roles of Mentoring for Novice Athletic Training Faculty Members

Autor/inn/en	Nottingham, Sara L.; Mazerolle, Stephanie M.; Barrett, Jessica L.
Titel	Roles of Mentoring for Novice Athletic Training Faculty Members
Quelle	In: Athletic Training Education Journal, 12 (2017) 4, S.234-243 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/1204234
Schlagwörter	Mentors; Beginning Teachers; Athletics; Trainers; Teacher Role; Semi Structured Interviews; Qualitative Research; Phenomenology; Experienced Teachers; Socialization; Teacher Collaboration; Guidance; Teacher Competencies; Political Issues; Expectation + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Leichtathletik; Ausbildungslehrer; Trainer; Lehrerrolle; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Socialisation; Sozialisation; Lehrerkooperation; Beratung; Lehrkunst; Politischer Faktor; Expectancy; Erwartung
Abstract	Context: Mentorship is a valuable resource for athletic trainers who are transitioning to new roles such as a student, preceptor, or autonomous clinician. While mentorship has been identified as an important component of education, little is known about the role of mentorship during the transition from doctoral student to faculty member during the first several years in academia. Objective: Obtain faculty members' perspectives on the role of mentorship as it relates to their experiences as a tenure-track faculty member. Design: Qualitative, phenomenological research. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited programs. Patients or Other Participants: Twelve novice faculty members (9 female, 3 male) and 12 experienced faculty members (3 female, 9 male) participated in this study. Main Outcome Measure(s): We developed and piloted an interview guide designed to gain participants' perspectives on their experiences with and perceptions of mentorship in relation to their faculty roles and responsibilities. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analysts triangulation, and data source triangulation. Results: Two themes emerged regarding roles of mentorship: (1) support and guidance and (2) navigating institutional politics and expectations. Mentors supported novice faculty members in their responsibilities of teaching, research, and service, particularly when mentees perceived a weakness in 1 area. Mentors also helped novice faculty members navigate the tenure and promotion process and politics of their institution. Conclusions: Mentorship appears to be an important mechanism of support for novice faculty members as they transition to their tenure-track faculty roles. Mentorship appears to be particularly valuable when there is a perceived lack of preparation for 1 aspect of a faculty position. Novice faculty members should seek out mentors within and beyond their institution for support. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01