Empowering Educators
The Impact of Reverse Mentoring on Developing Scientific Mindset and Research Skills
Bibliographic Data
| ID | 22045372 |
|---|---|
| Authors | Julia Raberger (University of Vienna), Konstantinos Gkaravelas (University of Ioannina), Dominik E Froehlich (0000-0002-9991-2784, University of Vienna) |
| Year | 2024 |
| Volume | 14 |
| Issue | 9 |
| Pages | 993 |
| Publication date | 2024-09-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14090993 |
| OpenAlex | W4402417797 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
The integration of educational research into teaching practice is an important component in fostering the professional development of educators. Recognizing mentoring activities as an effective method for fostering such research-driven teaching practice, this study set out to explore the effectiveness of reverse mentoring in cultivating a scientific mindset and enhancing research skills among school-based teacher educators. The defining feature of reverse mentoring is the reversal of the mentor and mentee roles, with student teachers mentoring school-based teacher educators. These school-based teacher educators here represent in-service teachers who teach in schools on a daily basis while simultaneously supporting the training of future teachers. Through a semi-structured interview study, nine reverse mentoring projects implemented in Austria and Greece were analyzed. The findings highlight the importance of the thematic focus of the reverse mentoring projects, motivations for participation, insights into collaboration dynamics, learning outcomes, and suggestions for process improvement. Learning outcomes are reported in new teaching methods, content knowledge, and improved collaboration capabilities. A framework categorizing reverse mentoring collaboration into basic, guided, and deep levels is discussed. Suggestions for further research are provided to validate and expand upon the findings of this study
Mathematics education · Medical education · Mindset · Pedagogy · Career Development and Diversity · Computer Science · Health Sciences Research and Education · Mentoring and Academic Development · Psychology
Cooperating Teacher Participation in Teacher Education
Defining mentoring
Elements of a quality pre-service teacher mentor
Schools as professional learning communities
Teacher collaboration
Preparing Teacher Training Students for Evidence-Based Practice Promoting Students’ Research Competencies in Research-Learning Projects
Research Methods in Teacher Education
Overcoming Technological Barriers to Instruction
Does Mentoring Directly Improve Students’ Research Skills? Examining the Role of Information Literacy and Competency Development
What about school principals’ well-being? The role of social capital
Seeing behind the curtain
Virtual Reality in Initial Teacher Education (VRITE)
Identifying school-based teacher educators’ professional learning needs
We are mentoring more often
Mentorship reconsidered
Teachers and pre-service teachers as partners in collaborative teacher research
Professional development in a culture of inquiry
Language teacher research engagement
Lessons for Teaching Social Science Research Methods in Higher Education
What is Evidence-based Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |