• Journal of Science Education
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• v.43 no.1
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• pp.119-135
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• 2019

The purpose of this study is to analyze components of conflicts and investigate causes of them between mentor teachers and mentee teachers, who participated in the collaborative mentoring program to improve beginning science teachers teaching practice. The most often occurring component of conflict for surveyed teams was class strategy on knowledge of teaching methods. Then, conflicts in understanding student characteristics as a component of understanding students and knowledge transfer of concepts in science as a component of teaching contents followed as main causes. Changes in conflicts showed that less frequency of conflict occurred with ongoing mentoring. Conflicts from class strategy decreased the most, which had been the most often occurring cause. This decrease was explained as mentees were changed gradually into the teacher's role recognition through continuous mentoring. This study suggests that education for mentor and mentee teachers be provided with consideration of causes of conflicts and reasons for those causes, which eventually lead sustainable and efficient mentoring program management.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.4
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• pp.1285-1293
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• 2010

This study suggests the design and implementation of an e-mentoring system, which creates more than one role models to help adult learners of cyber university to improve their academic performance and to successfully complete their education. The benefits of this system are as following; First, automatic matching system is built in consideration of mutual requests between mentor and mentee. And the system enforces all participants to actively participate in the program by sharing ideas and to improve their academic performance with specific academic goals. Second, participants are rewarded at the end of the program for their performance by an evaluation system developed for assessing role models and participants' activities. Also, the system encourages best mentors to remain in the program and help adult learners to improve academic performance.

• The Korean Journal of Community Living Science
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• v.23 no.2
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• pp.177-187
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• 2012

The research aimed at analyzing how the differences between teachers' personal backgrounds (age, teaching experience, educational background, position) and experiences with the mentee and the mentor affect their awareness on the mentor qualifications for the mentoring program conducted by infants' educational organizations. By fulfilling the purpose of the research, proper qualifications for a mentor of outstanding abilities, which would be desired by teachers in infant educational organizations, should be established while preliminary data on the mentor teacher training to improve the professionalism of a mentor is expected to be provided. The research was carried out targeting 319 teachers in infants' educational organizations located in Busan and Gyeongsangnam-do. The measuring instrument used was a recognized survey on how the mentor qualifications for the mentoring conducted by infants' educational organizations. The survey consisted of 22 questions. The researcher personally designed the survey based on results generated from preliminary research. SPSS 14.0 was used to analyze selected data as average, standard deviation and one-way layout dispersion. In addition, a post-analysis on the one-way layout dispersion was conducted via the Scheffe posteriori test. The results demonstrated that the mentor qualifications for the mentoring were differently recognized by teachers in infants' educational organizations according to both teacher's personal backgrounds (age, teaching experience, educational background and position) and experiences with the mentee and the mentor.

• 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.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.5 no.4
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• pp.435-442
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• 2015

The purpose of this study is to examine the effect of mentoring program using logic model in university students. We surveyed 40 mentors who participated mentoring program in 2014. Data collection were open-ended questions. Questions was made of with a steps in logic model and content analysis was carried out. The results are as follows: first, according to the step of the inputs, many students questioned said that public relations, selection process, matching, orientations, activity costs was proper. Secondly, in the activities, it was showed that mentor met firstly mentee with teacher in school and mentoring activities comprised 80% of studying and 20% of counseling and experiencing. third, in the outputs, most of participants expressed satisfaction in mentoring period, time, place. Lastly, in the outcomes, this program affected both mentor and mentee with cognitive, emotional and behavior development. Consequentially, this results have influence on improvement of following mentoring programs.

• Journal of Families and Better Life
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• v.28 no.3
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• pp.167-178
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• 2010

The purpose of this study was to analyze the healthy family education, healthy family counseling, a healthy family culture, and healthy families integrated programs for single parent families in family support centers, The data collected came from 59 family support centers located in Seoul and Kyunggi-Do, Korea. Subjects included both single parents and their children. The children were of elementary school age. The types of programs were education, counseling, culture, and integrated program. Education programs were process separately for the parents and for the children. Counseling programs were mostly group-type program that aimed at improving the parent-children relationship. The contents included sections on anger management, reducing stress, enriching self-esteem. The culture programs involved experiences, camps that included cooking, watching movies, similar activities. Integrated programs involved respite support, rearing support, mentor-mentee partnerships, and the formation of self-help groups.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.1
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• pp.49-57
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• 2006

The purpose of this study was to develop and validate of mentoring-function scale for college students. This research collected preliminary data from 219 college students' responses for item and scale quality analyses, and collected 289 college students' for item and scale quality analyses. Data were analyzed to obtain item quality, reliability, and validity analysis. The results of this study were as follows; The mentoring-function scale was defined by 4 factors. The 4 factors were 'psycho-soical', 'career-development', 'role-modeling', 'friendship'. Criterion-related validity evidence was obtained from the correlation analysis as the criterion measures.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.1
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• pp.150-160
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• 2007

The school system of fisheries high school was proper to specialist objective school system in order to training for expert human resource development.Training a field of human resources development from fisheries high school is fallow; fisheries production, seamen's training, ship engine and refrigerator, marine electronic telecommunication and information, fisheries foods production and fisheries foods production and distribution, fishery fisheries self-management, marine distribution, management and conservation of marine environment, safety and marine prevention of disasters, apparatus of marine development, under water area development.A new department opening and each department was revised toward to department name and department character. The unit-lesson hour of curriculum according to specialist objective school system of fisheries and marine highschool was revised. professional subject 98 unit-lesson hour(52%), normality subject 90 unit-lesson hour(48%), and educational activity of professional subject 10unit-lesson hour, total training activity 10 unit-lesson hour. And the special objective school system need to revise curriculum of 208 total unit-lesson hour.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.629-648
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• 2015

This study is a case study examining how research-based 'authentic' science education program contextually facilitates students' learning on NOS as a process. We developed 'Becoming a Scientist' mentor-mentee program and applied it to six Korean 7th graders for 8 months. A mentor, who is also a researcher, provided scaffolding and coaching, and her mentees were to perform the whole process of science research, including selecting the research subject and questions, planning research design, doing experiments, collecting and analysing data, writing research paper, and experiencing poster presentation at an academic conference. The research questions are 1) What would the students experience at every step of their research process?, and 2) Which perceptions would they construct NOS as a process? Data include classroom observations, interview, mentor's journal, and students' learning products. The results show that the mentees have experienced their views of NOS as a process in various ways such as role of research question and purpose, validity of measured value, researcher's subjectivity in interpreting data, experience of making public and peer review, and significance of academic conference. This study has shown that students' actual experience in scientific research enhanced their views about NOS as process without explicit and reflective approaches. We defined 'authenticity' associated with not only with its similarity to what scientists do but to learner's identity as scientific researcher. Based on the situated learning theory, this study sheds light on the necessity of reconsideration about the meaning of authenticity and embodying authentic context in science education for better NOS learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.7
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• pp.4595-4603
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• 2015

The purpose of this study was to examine the effects of a mentoring program designed to assist nursing students adjust to life in college and strengthen their leadership abilities. The mentoring program consisted of nine sessions including information on basic mentorship functions, as well as the results of similar previous studies. This was a quasi-experimental study with a non-equivalent control group pre-post test design in order to evaluate the results of this program. Mentoring and data collection were performed from March 3 to May 30, 2014. The experimental group participants included 20 mentee students (in grades 1 and 2), and 20 mentors (in grades 3 and 4). Both pre and post tests were administered before and after the mentoring program. The score for "adjust to life in college" was more significantly increased in the mentee student experimental group as compared with the control group. Similarly, the post test score for "leadership" was more significantly increased from the pre test score in the mentor student experimental group. However, no statistically significant differences were found for the post-pre test "leadership" score between the mentor student experimental group and the control group. These results suggested that mentoring had a significant effect on the ability of nursing students to adjust to life in college, as well as to strengthen their leadership abilities, and the program needs more developed contents for leadership.