Mentor education: challenging mentors’ beliefs about mentoring

Аннотация

Purpose – The purpose of this paper is to highlight university-based mentor education as a negative antecedent to mentors’ beliefs which are consistent with judgementoring (Hobson and Malderez, 2013). The concept of beliefs consistent with judgementoring (evaluative or judgemental mentoring) is introduced as a quantitative construct which is then used as a dependent variable. The concept of “folk mentoring” is introduced to theorise why and how mentor education may challenge mentors’ beliefs about mentoring. Design/methodology/approach – Structural equation modelling of cross-sectional survey data is used to estimate and compare the strengths between mentors’ perceived self-efficacy, role clarity, experience and education as independent variables and beliefs about mentoring aligned with judgementoring as the dependent variable. The survey was completed by 146 mentors who attended mentor education programmes in universities and university colleges across Norway