• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.563-571
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• 2018

The purpose of this study is to explore the direction of multicultural mentoring class activities in order to promote the professional growth and critical reflection of student mentors who are undergraduate students from a variety of major. For this purpose, the contents and phenomena of the multicultural mentoring of the mentor - mentee were reported as activity texts, and then seven directions of textuality were applied to explore the direction of multicultural mentoring class activities. As a result, coherence refers to the relationship between the mentor and the mentee for continuing the activities of multicultural mentoring, and cohesiveness refers to the relationship between the mentor and the mentee. It was called the achievement of identity. Intention means that the mentor has an intention or goal for the class before the mentoring activity, and tolerance means that the text produced by the mentor in the multicultural mentoring process is accepted by the mentee. Intentional means that the mentor has intention or goal for the class before the mentoring class activity, and tolerance means having the text as the class activity text when the mentor's text is accepted by the multicultural mentoring class activity process. In the case of informativeness, the information produced by the mentor is less informative when the mentee is predictable and less informative when the predictor is low. In the case of contextuality, contextuality of class activities can be changed according to the physical text situation and the mentee situation in class activity. In case of multicultural mentoring class activity, except for case where mentor creates new class activity text, it is related to the production of class activity texts through mentor learning experiences, peer friends' advice, and education.

• 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 Korea Society of Industrial Information Systems
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• v.20 no.5
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• pp.71-80
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• 2015

In this paper, we propose an efficient method for a university mentor-mentee system to assist the completion of a student's major study in a university. The proposed system connects undergraduate students from a freshman through a senior by the cascade type, and a mentor student in a sophomore or a junior year acts as a mentee at the same time. A mentee can get help not only from his direct senior mentor but also from all his senior mentors. Based on this, all students can be organically connected to each other, and then the students in the department can establish intimate relationships among themselves, which will in turn induce a good learning environment in the major education. The proposed mentoring system has been actually applied to the department students of computer engineering. The questionnaire surveys have been conducted targeting the participated student mentors and mentees, and then the operation results of the proposed system are analyzed in this paper.

• 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.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.778-788
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• 2013

The purpose of this study was to examine the change of the beginning science teachers' perception change through the mentoring program. Participants in this study were four mento-teachers, one university professor, two teachers in doctor, two teacher in doctor's or master's course, and four mentee-teachers who had less than three years teaching experience. We performed five times one to one mentoring for a year. We collected data such as video recordings of mentee-teacher's classes, lesson plans, recording of one to one mentoring and transcription, mento and mentee journals, preliminary-interim-post interview and transcription, and RTOP class observation report. Based on the result of this study, five times mentoring over a year changed mentee-teacher's perception and their teaching practice.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.311-320
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• 2012

The purpose of this study was to examine the effect of peer mentoring activity in elementary school. For this study, an experimental group was conducted for peer mentoring activity in science class. The mentoring team was organized by mento-mentee team according to the scores of science process skill and achievement. The objects of this study were the sixth grade of both an experimental group (28 students) and a control group (27 students) located in Incheon. The results of this study were as follows. First, the experimental group was shown more significant effect for improvement of science process skills than the control group (p<.05). As the result of analysis by groups, both of mento and mentee showed significant effect for improvement of science process skills. Second, the peer mentoring activity showed more significant effect for improvement of achievement (p<.05). As the result of analysis by groups, mentee showed significant effect for improvement achievement. But mento group didn't show significant effect. Third, the peer mentoring activity showed the effect for positive changes of scientific attitude. If matching the mentoring object effectively and conducting the classes applying peer mentoring activity based on the results of this study, it's expected to draw student' improvement of science academic, achievement and positive changes of scientific attitude.

• 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.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.67-92
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• 2011

The meaning of the mentee's experiences who participated in the mentoring program for freshmen of department of early childhood education The purpose of this study was to find the mentee's experiences and the meaning of mentee's experiences who participated in a mentoring program. The participants were 13 freshmen of early childhood education department in a three-year junior college. The data was collected through journal, open questionnaire, interview from March 21st to September 9th in 2010. The data was analyzed by segmenting, primary coding and depths coding. At the first session the mentees experienced complicated feelings, expectation of relationships with their mentors and acquired a lot of information from the mentoring program. Through the whole program mentees learned and executed many things: a time management, a good presentation skill, a reference searching way, preparation for exam, and career management. However, they felt sorry for that there was not informal meeting with their mentors. They thought the experience lucky, which is very difficult to have. So they want to give the experience back to their mentors and future mentees. They suggested advanced mentoring program based on their experiences as well.

• Journal of the Korean earth science society
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• v.31 no.4
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• pp.403-417
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• 2010

In this research, we investigated the effect of a mentoring program implemented in science classrooms taught by beginning teachers in order to support their professional development. As a baseline data, we examined the characteristics of beginning science teachers' teaching. Then we explored any changes in mentee teachers' teaching with the implementation of a mentoring program. The three mentor-mentee pairs participated in this study. We explored six teachers' classroom teaching episodes with their videotaped classroom teaching. Using open-ended interviews and group discussions taking place on a regular basis to analyze and compare classes of six teachers, we extracted the beginning teachers' teaching characteristics in light of teaching strategies. The common features of the participated mentee teachers' teaching are analyzed in terms of (1) classroom culture and management, (2) classroom discourse, and (3) science experiments. Through mentoring, mentee teachers recognized that increased and enriched classroom dialogues had an effect on students' content understanding. Mentee teachers also acknowledged not only the necessity of laboratory activities but also the roles and ways of managing the science activities. Ways to help beginning teachers develop instructional professionalism are discussed.

• Journal of Contemporary Eastern Asia
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• v.12 no.2
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• pp.49-59
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• 2013

Social media such as Twitter and Facebook have become popular. In the age of social media, many people have become more active online. For example, about half of all global active Internet users are on Facebook (Perry 2012). Personal branding is a very important strategy to build on an individual's strengths, and this kind of branding is expected to contribute to self-actualization. Therefore, the presence of mentors who advise users to discover their own strong points for self-actualization is necessary. In this paper, we propose a personal branding support service, Mentors, which connects mentors and mentees. The core concept is: "Everyone has the face of both a mentor and mentee." The key function is sharing stages of self-analysis in human life design: Determining value, creating a mission, and forming a strategy. From this function, a good match between a mentor and mentee can be found. The program aims to improve human life by understanding the client's strengths and using social media effectively. Future work includes launching Mentors and evaluating its service.