• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.251-262
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• 2017

The purpose of this study was to investigate characteristics of interaction in mentoring conversations and to examine how the interaction features change as mentor teachers have more mentoring experiences. Participants of this study were three mentor who have over 17 years' teaching experience and six beginning science teachers. For this study, one-to-one mentoring dialogue recordings and transcripts were collected and the dialogues were analyzed by utilizing an analytical framework of interaction. the result of analyzing characteristics of mentors' interaction shows that mentors used simple questions and support the most when they started mentoring conversation. the change of characteristics of mentor's interactions indicates three mentors tended to use more thought-provoking questions in the $2^{nd}$ year mentoring than in the $1^{st}$ year and as a result of it mentee's reflection and reflective practices were increased. Through mentors' interview, the mentors could have the opportunity to reflect their own mentoring and this means mentors' self reflection was provoked by means of the mentoring program.

• Journal of the Korean Chemical Society
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• v.62 no.6
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• pp.441-452
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• 2018

This study investigated mentor teachers' mentoring types and how the types of mentoring changed throughout the collaborative mentoring program for beginning science teachers who had difficulties in teaching practice. One-on-one mentoring meetings were audio-taped and transcribed for analysis. The result of the study showed that mentors took various roles such as Observer, Critical friend, Provider of feedback, Instructor, Role model, Evaluator, Counselor, and Equal partner. However, if mentoring did not bring about a change in the perception of a science instruction of a mentee teacher, there was no positive change in the teaching of the mentee teacher. Therefore, mentor teacher must have enough time to concretely discuss about mentee teachers' perception of a science instruction, mentoring method, etc. with mentee teacher before mentoring.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2021.11a
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• pp.167-169
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• 2021

친환경 스마트 선박 핵심인력 양성 및 사업화 기술개발의 취업·창업 산학연결 플랫폼, 민간 전문가가 직접 멘토로 참여하도록 유도한다. 멘티는 취업하고자 하는 분야의 전문가를 매칭 또는 선택을 통한, 효과적인 멘토링 실현하고 이해관계 자간의 멘토링을 통해서, 취업과 창업으로 바로 연결될 수 있도록 활성화 시킨다. 멘토·멘티간의 멘토링 지식 빅데이터 수집을 통한, AI 스마트 멘토링 제공하고 멘토와 멘토의 맞춤/화상/AI 멘토링, 멘토링 성과관리, 시스템을 제공한다.

• 한국벤처창업학회:학술대회논문집
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• 2017.11a
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• pp.163-166
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• 2017

본 연구에서는 해외의 대표적 성공적 멘토링 제도인 미국의 SCORE 제도를 벤치마킹하고, 한국의 멘토링 제도를 조사하여 한국의 실정에 맞고 인재 양성에 도움이 되는 새로운 멘토링 제도를 제시한다. 이를 통해 1. 훌륭한 멘토의 조건, 2. 성공적인 운영 방식, 3. 적절한 멘토링 운영 기관 형태, 4. 사회적 기업 창업 멘토링과 일반 영리 기업 창업 멘토링의 비교 및 발전 방향 등을 알아본다. 멘토링 제도의 연구를 통해 제안된 새로운 멘토링 방안과 구조를 토대로 기존의 멘토링 실시 기관의 운영체제, 방안이 개선되는 효과가 있을 것으로 기대된다. 이와 함께 새로운 멘토링 기관의 운영체제와 운영 방안을 국가 정책과 관련 기관들에 제시하는 의의가 있다. 특히 한국의 정부 중심 멘토링 제도 및 기관과 비교해서, 미국의 SCORE 제도가 민간 주도적 성격과 함께 대학교 중심으로 SCORE Center를 운영하고 기술 창업을 주도하는 것에 대한 비교를 통하여 한국 멘토링 거버넌스의 새로운 방향을 정책적으로도 제시한다.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2007.11a
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• pp.479-486
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• 2007

멘토링은 조직이나 사회 구성원들의 발전을 돕기 위한 프로그램으로서, 조언자, 상담자 및 후원자 역할을 하는 '멘토(mentor)'와 도움을 얻고자 하는 '멘티(mentee)'가 긴밀한 관계를 맺고 유지함으로써 상호 발전을 위해 수행된다. 현재 이루어지고 있는 대부분의 멘토링은 면대면 (face-to-face) 시스템이거나 웹 기반의 e-mentoring 시스템으로, 전자는 시간적 그리고 지역적 한계를 극복해야만 하고 후자는 멘토나 멘티가 멘토링 사이트에 접속하여 게시판을 확인하지 않으면 제대로 된 멘토링을 수행할 수 없다는 한계를 가지고 있다. 또한 멘토와 멘티의 매칭은 무작위로 이루어지거나 코디네이터라고 불리는 사람이 수행하기 때문에, 비용이 많이 소용될 뿐 아니라 개인적인 편견이나 오류가 개입될 여지가 상존한다. 이에 본 연구에서는 시간과 장소의 제약에 구애 받지 않는 u-Mentoring 시스템을 개발하고자 하며, 그 첫 단계로써 멘토와 멘티간의 매칭을 지원하는 새로운 알고리즘(M3 Algorithm, Mentor-Mentee Matching Algorithm)을 제안하고자 한다. 본 연구에서 제안하는 알고리즘은 매칭의 정확도와 멘토-멘티의 매칭 만족도를 높이기 위해 멘토-멘티 온톨로지(M-Ontology)와 사례기반추론 기법을 사용하였다. 즉, 멘토-멘티의 효과적인 매칭을 위해, 멘토-멘티간 매칭 사례가 없는 초기 단계에는 멘토와 멘티의 속성 비교를 통한 추천 방식을 사용하고, 멘토링이 종료되어 충분한 멘토-멘티간 매칭사례가 수집되면 그 결과를 재사용해 추후 매칭에 활용한다. 본 논문에서는 제안한 매칭 알고리즘이 내장된 u-Mentoring system의 포로토타입을 보여주고자 한다.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.638-648
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• 2014

The purpose of this study was to examine mentor teachers' difficulties during their collaborative mentoring process to improve beginning science teachers' teaching practice. Participants were fourteen science teachers. This study collected questionnaires for mentor teachers' perception of the mentoring program, questionnaires for mentor teachers' efficacy, a record and transcript of interview, a record and transcript of mentoring conversation, and mentor teachers' journals for the study. The result showed that mentor teachers were having difficulties with mentee teachers when they have different major or work in different levels of school, and they found it hard to set aside time for mentoring due to heavy amount of school work. Also, they had low self-confidence experiencing a lack of expertise as a mentor teacher, and some mentor teachers were having difficulties in building a rapport with mentee teachers. Mentor teachers had difficulties as well when they have different point of view with mentee teachers about mentoring.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.115-128
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• 2019

The purpose of this study is to analyze the relationship between mentor teachers' mentoring characteristics and mentee teachers' reflective practices and to investigate mentor teachers' mentoring methods to enhance mentee teachers' reflective practices based on the analysis. The participants were four beginning science teachers and four mentors who have more than seven years of teaching experience. This study compiled mentor and mentee teachers' journals, records and transcripts from mentee teachers' five periods of classes, lesson plans, evaluation forms of lessons, one-on-one mentoring records and transcripts, questionnaires conducted before, during, and after the mentoring program, and a questionnaire about the effects of one-on-one mentoring. The mentoring characteristics of mentor teachers were analyzed based on mentor's interaction methods and the contents and frequency of the support based on teaching feedback. Mentee teachers' reflective thinking was analyzed by being categorized as voluntary self-reflections of their classes and reflections on the support provided by mentor teachers. Mentee teachers' reflective practices were analyzed by utilizing RTOP. The conclusions of this study are as follows: Mentor teachers could promote mentee teachers' reflective practices by eliciting conversation that helped mentees perceive problems in their teaching practices. Mentors' questions evoking mentees' reflective thinking could elicit mentees' spontaneous self-reflection, and it led to the enhancement of self-reflection on mentors' support and reflective practices. When mentors offered the support based on teaching practices while playing a role as a facilitator to help mentees identify and solve problems by themselves, mentees' reflective practices could be promoted.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.51-79
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• 2014

This study operated a mentoring program for future librarians and analyzed its effectiveness. As a result, first, the final goals of mentees were much more focused and specific in comparison with their initial goals, and the types of objectives they set for themselves became more in depth and subdivided. Second, the employment performance of the mentoring program was measured by comparing with the employment rate of students who had not participated in mentoring programs, and found that the employment rate of students scheduled to graduate who participated in the mentoring program was 83.33%, which is very high. Third, we compared the mentoring semester grades with the grades before mentoring; students' average score was 3.75 before mentoring, while after mentoring their average score improved slightly to 3.84. However, it was revealed that improvement is necessary in terms of mentoring period length and amount of supervision.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.1
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• pp.117-147
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• 2014

Mentoring programs have proven highly successful in many industries, and therefore there is an increasing demand for such programs in other fields. Therefore, this study proposed to design and operate an LIS student-librarian mentoring program. To accomplish this, mentees were selected from the LIS students at K University, and mentors were selected by mentees from a pool of LIS workers. The mentoring program was then operated for three months, and all participants were surveyed before and after the program. As a result, first, it was revealed that the librarian mentoring program allowed mentees to enhance their understanding of the practical field, and help them to set career paths and goals. Second, participants insisted that six months is a more appropriate mentoring period, 2-3 hours per meeting is proper as a mentoring time, and considered that the information for mentors and mentees must be provided to each other before mentoring. Third, the intention to rejoin a mentoring program in the future was very high in both groups, but they insisted that the financial support, locational support, and providing sufficient information about mentoring program must be considered.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.401-415
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• 2020

The purpose of this study was to investigate the factors that affect the maintenance of the effect of mentoring for beginning science teachers. Mentee teachers for this study were ten mentee teachers who took part in the collaborative mentoring from 2014 to 2018. For this study, the videos of the first and fifth classes submitted during the mentoring program, mentors and mentees' journals, the videos of the classes recorded in 2019, questionnaires about reflection on the mentoring program, and interview materials were collected and analyzed. The result of this study is as follows. First, the reflective thinking was sustained after the mentoring program, and this played a crucial role in maintaining the effects of the mentoring. The group that showed the improvement of RTOP score had reflective thinking and made reflective practice on their teaching. Most participants in the group created the classes of constructivism based on self-reflection on their classes. However, no positive changes in the classes occurred to mentee teachers who couldn't have reflective thinking. Second, reflective practices during the mentoring program exerted a strong influence on the teaching method of mentee teachers. The group of the improvement in RTOP score strived to apply student-centered model of instruction to their classes. It was showed that most mentee teachers in the group kept applying the student-centered model to their classes after the mentoring was completed. These results indicate reflective thinking and reflective practice are crucial factors to the effect of the mentoring and its maintenance.