Résumés
Abstract
The Adaptive Mentorship (AM) model is described and implications are raised for its wider implementation. The researchers derived the AM model from earlier contingency leadership approaches; and during the last two decades, they have further refined AM through application and research. They suggest the benefits and transferability of AM to any field to assist protégés in developing professional proficiency in their respective contexts.
Résumé
Dans cet article, le modèle de mentorat adapté© (MA) est décrit et ses implications dans l’optique d’une implémentation étendue sont soulevées. Les chercheurs dérivent le modèle MA des approches précédentes de contingence du leadership. De plus, au cours des deux dernières décennies, ils ont raffiné davantage leur modèle via l’application et la recherche. Ainsi, les auteurs exposent les bénéfices et la transférabilité du MA dans tous les domaines pour permettre aux protégés de développer des compétences professionnelles dans leurs milieux respectifs.
Parties annexes
Bibliographie
- Allen, T., & Eby, L. (Eds.). (2007). The Blackwell handbook of mentoring: A multiple perspective approach. Malden, MA: Blackwell.
- Asare, A. (2008, April). A few good faculty: Inspiring and preparing contemporary dental educators. New York State Dental Journal, 74(3), 23-27.
- Blake, R., & Mouton, J. (1978). The new management grid. Houston, TX: Gulf Publishing.
- Carnegie Foundation for the Advancement of Teaching. (2006). Undergraduate education: Preparation for the professions (clergy study, engineering study, law study, medical education study, nursing study, teacher study).Retrieved January 6, 2006, from http://www.carnegiefoundation.org/programs/sub.asp?key=30&sub
- Clift, R., & Brady, P. (2005). Research on methods, courses, and field experiences. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp.309-424). Mahwah, NJ: American Educational Research Association and Lawrence Erlbaum.
- Eggen, P., & Kauchak, D. (2009). Educational psychology: Windows on classrooms (8th ed.). Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
- Fiedler, F., & Garcia, J. (1987) New Approaches to leadership, cognitive resources and organizational performance. New York: John Wiley and Sons.
- Foster, C., Dahill, L., Golemon, L., & Wang Tolentino, B. (2005). Educating clergy: Teaching practices and pastoral imagination (Preparation for the Professions). Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
- Fritz, C. A., & Miller, G. (2003).Supervisory practices used by teacher educators in agriculture. Journal of Agricultural Education, 44(3), 34-46.
- Fritz, C. A., & Miller, G. (2004). Supervisory practices used by teacher educators in agriculture: A comparison of doctoral/research extensive and research non-extensive institutions. Journal of Agricultural Education, 45(4), 46-56.
- Goodlad, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.
- Helmer, O. (1967). Systematic use of expert opinions (Report No. P-3721). Santa Monica, CA: The RAND Corporation.
- Hersey, P., & Blanchard, K. (1988). Management of organizational behavior: Utilizing human resources (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Hughes, C. (2004). The supervisor’s influence on workplace learning. Studies in Continuing Education, 26(2), 275-287.
- Kasin Lemlech, J. (2010). Curriculum and instructional methods for the elementary and middle school (7th ed.). Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
- Linn, P., Howard, A., & Miller, E. (Eds.). (2004). Handbook for research in cooperative education and internships. Mahwah, NJ: Lawrence Erlbaum.
- Lortie, D. (1975). Schoolteacher: A Sociological study. Chicago: University of Chicago.
- Myall, M., Levett-Jones, T. & Lathlean, J. (2008). Journal of Clinical Nursing, 17(14), 1834-1842.
- Posner, B. (2004). Reflections on experience: Editor’s introduction. Journal of Management Inquiry, 13 (2), 151.
- Ralph, E. (1991). Aboriginal student-teachers in the extended practicum: Contextual supervision. Teaching Education, 4(1), 113-121.
- Ralph, E. (1992). Continuous teacher development: A case for contextual supervision. Brock Education, 2(3), 13-17.
- Ralph, E. (1992-1993). Improving practicum supervision: A Canadian experience. Action in Teacher Education, 14(4), 30-38.
- Ralph, E. (1993). Sensitive, sensible practicum supervision: A contextual application in Saskatchewan. The Alberta Journal of Educational Research, 32, 283-296.
- Ralph, E. (1994). Helping beginning teachers improve via contextual supervision. Journal of Teacher Education, 45(5), 354-363.
- Ralph, E. (1995).Toward instructional improvement: Reflections and insights on Canadian journey. The Journal of Graduate Teaching Assistant Development, 2, 125-133.
- Ralph, E. (1996a). Contextual supervision: Matching supervisory styles with learners’ needs. The Canadian Administrator, 35(5), 1-11.
- Ralph, E. (1996b). Improving teaching through cross-college collaboration: Reflections on a Saskatchewan experience. McGill Journal of Education, 31, 297-318.
- Ralph, E. (1996-1997). Improving both GTA (graduate teaching assistant) and instructional developer effectiveness. The Journal of Staff, Program & Organization Development, 14(3), 145-157.
- Ralph, E. (1998). Developing practitioners: A handbook of contextual supervision. Stillwater, Oklahoma: New Forums Press.
- Ralph, E. (1999). Developing novice teachers’ oral-questioning skills. McGill Journal of Education, 34(1), 29-47.
- Ralph, E. (2000). Aligning mentorship style with beginning teachers’ development: Contextual supervision. The Alberta Journal of Educational Research, 46(4), 311-326.
- Ralph, E. (2002). Enhancing the professional development of teachers: The promise of “contextual supervision.” Brock Education, 11(2), 1-16..
- Ralph, E. (2004). Developing managers’ effectiveness: A model with potential. Journal of Management Inquiry, 13(2), 151-163.
- Ralph, E. (2005). Enhancing managers’ supervisory effectiveness: A promising model. Journal of Management Development, 24(3), 267-284.
- Ralph, E. (2009, May). Enhancing practicum/clinical supervision via “adaptive mentorship”: A promising model. Presentation at Third Annual Conference on Teaching and Learning (Promoting Student Learning: Diversity and Student Success), Windsor, ON.
- Ralph, E., & Konchak, P. (1996). Implications for improving teaching in the health sciences: Some Canadian findings. Quality in Higher Education, 2(1), 45-55.
- Ralph, E., & Walker, K. (2010). Rising with the tide: Applying Adaptive Mentorship© in the professional practicum. In A. Wright, M. Wilson, & D. MacIsaac (Eds.), Collection of essays on learning and teaching: Between the tides, Volume III (pp. 3-8). Hamilton, ON: McMaster University, Society for Teaching and Learning in Higher Education. Available from http://apps.medialab.uwindsor.ca/ctl/CELT/vol3/CELTVOL3.pdf.
- Ralph, E., Walker, K., & Wimmer, R. (2007a). Positive and negative aspects of the practicum: Post-interns’ views. Journal of Cooperative Education and Internships, 41, 129-142.
- Ralph, E., Walker, K., & Wimmer, R. (2007b). The practicum in professional education: Pre-service students’ experiences. Transformative Dialogues, 1 (2), 17 pp. Available from www.kwantlen.ca/academicgrowth/TD/
- Ralph, E., Walker, K., & Wimmer, R. (2008a). Clinical and practicum education in the professions: The student voice. In A. Wright, S. Murray, & M. Wilson (Eds.), Collection of essays on learning and teaching, Vol. 1 (CELT, pp. 55-60). Hamilton, ON: Society for Teaching and Learning in Higher Education.
- Ralph, E., Walker, K., & Wimmer, R. (2008b). The clinical/practicum experience in professional preparation: Preliminary findings. McGill Journal of Education, 43(2), 157-172. Available from: http://mje.mcgill.ca/article/view/682/2242
- Ralph, E., Walker, K., & Wimmer, R. (2008c). The pre-service practicum: Perspectives of students from three disciplines. Higher Education Perspectives, 4(1), 21 pp. Available from Higher Education Perspectives Web site, http://jps.library.utoronto.ca/index.php/hep
- Ralph, E., Walker, K., & Wimmer, R. (2009a). Deficiencies in the practicum phase of field-based education: Students’ views. Northwest Passage: Journal of Educational Practices, 7(1), 74-86. Available from: http://www.vancouver.wsu.edu/programs/edu/NWPassage/spring2009.html
- Ralph, E., Walker, K., & Wimmer, R. (2009b). Practicum-education experiences: Post-interns’ views. International Journal of Engineering education, 25(1), 122-130. Available from: http://www.ijee.dit.ie/contents/c250109.html
- Ralph, E., & Yang, B. (1993). Beginning teachers’ utilization of instructional media. A Canadian case study. Educational & Training Technology International, 30(4), 299-318.
- Rose Ragins, B., & Kram, K. (Eds.). (2007). The handbook of mentoring at work: Theory, research, and practice (pp. 71-91). Los Angeles, CA: Sage.
- Sheppard, S., Macatangay, K., Colby, A., & Sullivan, W. (2008). Educating engineers: Designing for the future of the field. San Francisco: Jossey-Bass. Highlights retrieved May 10, 2009, from http://www.carnegiefoundation.org/publications/pub.asp?key=43&subkey=769
- Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
- Sullivan, W., Colby, A., Welch Wegner, J., Bond, L., & Shulman, L. (2007). Summary, educating lawyers: Preparation for the profession of law. Retrieved April 28, 2007, from The Carnegie Foundation for the Advancement of Teaching Web site: http://www.carnegiefoundation.org/publications/pub.asp?key=43&subkey=618
- Taherian, K., & Shekarchian, M. (2008). Mentoring for doctors: Do its benefits outweigh its disadvantages? Medical Teacher, 30(4), 95-99.
- Veenman, S. (1984). Perceived needs of beginning teachers. Review of Educational Research, 54(2), 143-178.
- Watt, S. (1998). An examination of contextual supervision in a preschool practicum setting. Unpublished master’s thesis, Simon Fraser University, Burnaby, British Columbia, Canada.
- Wiersma, W., & Jurs, S. (2005). Research methods in education: An introduction (8th ed.) Boston: Pearson Allyn and Bacon.