• 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 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.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.185-203
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• 2008

This study aimed at examining an effect of peer counselor's mentor activity on rejected children's peer relationship in elementary school. To achieve this goal, the following hypothesis was made. Hypothesis I : Peer counselor's mentor activity will improve rejected children's peer relationship. I -1 : Peer counselor's mentor activity will improve rejected children's trust to peer. I -2 : Peer counselor's mentor activity will improve rejected children's respect to peer. To test the hypothesis, after sociometry papers 19 fifth-graders for rejected children groups were selected from four classes at H elementary school in Busan according to Coie & Dodge's(1988) five classified system that is modified to Korean situation by Ahn ie-hwan(2006). Ten rejected students from two classes were labeled as a peer group with a peer counselor and nine rejected students who had similar characteristics from two classes were labeled as an non-peer group without a peer counselor. The peer counselors were decided by obtaining affirmative mentions of rejected students group. Peer counselors participated in the training of peer counselor's skill program and then they had a person to person mentor activity with the rejected children's group that they belonging to. The training consisting of a total of four sessions, 3 times a week, was provided to peer counselors eleven times after school. The peer counselors given the peer counselling training did person to person mentor activity with the peer group's rejected children for a month. The mentor activity, three times a week, following during training was reinforced after school. For peer counselor training, the elementary school children's peer counseling program developed by Lee Sang-hi, Roh Seong-deok and Lee Ji-eun(2001) was used. Hong Ok-soon's(1984) peer relationship test, Moreno's(1934) sociometry tool were used to verify an effect of the peer counselor's mentor activity. For the data analysis, quantitative analysis with sociometry tool and qualitative analysis with social status and social type change were used. To know the difference in pre test and post test peer relationship between experimental group and control group, in quantitative analysis, ANCOVA result was used and qualitative analysis, social status and social type was used. The finding was as followings. First, after peer counselor's mentor activity, there was a significant improvement in rejected children's trust and respect to peer and the whole relationship from the pretest to the post test. Second, peer counselor's mentor activity gave rise to affirmative changes on rejected children's social status and social type. This study concluded that peer counselor's mentor activity would help rejected children's peer relationship to change affirmatively and improve.

• Journal of Korean society of Dental Hygiene
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• v.14 no.2
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• pp.213-221
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• 2014

Objectives : The purpose of this study is to examine the role function and personality characteristics of mentors on the role stress and organization effectiveness of newly-appointed dental hygienists. Methods : The data were analyzed by the frequency analysis, reliability analysis, validity analysis, and structured equation model(SEM) using AMOS 18.0. The subjects were 214 newly appointed dental hygienists in the hospitals and clinics in Daegu and Gyeongsangbuk-do Province from January to May, 2013. Results : The hypothesis model proved to be appropriate for high validity. A significant results were observed in sociopsychological function and role ambiguity, personality characteristics and role ambiguity, role ambiguity and role conflict, role ambiguity and job satisfaction, role ambiguity and organization commitment, role ambiguity and turnover intention, and career function and organization commitment. Conclusions : It is important to help manage the job-related role stress of newly appointed dental hygienist and increase organizational effectiveness by developing and applying the 'standardized role functions of mentor' which can increase the adaptability of newly appointed dental hygienists.

• Research in Community and Public Health Nursing
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• v.19 no.4
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• pp.554-563
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• 2008

Purpose: The purpose of this study was to investigate elders' experience in a mentoring program and preferred characteristics of the program. Methods: Two hundred and ten elders dwelling in Sungnam-si. Korea participated in the survey from April 1 to May 30, 2008. Using SPSS Win 10.0, descriptive statistics, Chi-square test, and t-test were performed. Result: About two thirds of the elders had experience as a mentee, and a large number of them reported that it was helpful. Compared to those without, the elders with the mentee experience were more likely to perceive that it is easier to build a mentor-mentee relationship. The most common reason for wanting a mentee experience was loneliness, whereas the most frequent reason for not wanting was feeling a burden when meeting a stranger. Preferred characteristics of a mentoring program differed between the elders who had the mentee experience and those who did not. Conclusion: This study concluded that a mentoring program is highly likely to provide psycho-social support to the elderly, Also, a large number of the elders who had never had a mentor-mentee relationship wanted to have it in the future. This study suggests that healthcare professionals include a mentoring program in healthcare services for the elderly, considering preferred characteristics of a mentor-mentee relationship.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.4
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• pp.231-252
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• 2016

Mentoring by faculty advisors is closely related to the personal and professional outcomes of doctoral students. However, few researchers have examined the characteristics of faculty mentors. To deal with this lack of research, the author attempted to explore the characteristics of faculty mentors from the perspective of Library and Information Science (LIS) doctoral students in the United States. In the study, the author combined interviews and a survey to examine the characteristics of faculty mentors. The interview and survey findings present a list of characteristics that are comprehensive and specific to LIS doctoral education. Specifically, the author describes a faculty mentor as a well-rounded person who possesses both professional and interpersonal characteristics. In addition, the findings show some aspects in which the current advising/mentoring could improve. The current study offers a guideline for the accomplishment of doctoral mentoring at a concrete level, rather than vaguely recommending that faculty advisors support the professional and psychosocial development of their students. In a following paper, the author will relate background characteristics of doctoral students to their perception of mentors.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.271-280
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• 2020

Purpose : The purpose of this study examines the mediating effect of women leader's characteristics in the relationship between clan culture and market culture of global companies. In addition, this study attempts to analysis the mediating effect of women leader's position and carrier in the relationship among facilitator, mentor, producer, and director leadership using partial mediation and completed mediation model. Research design, data, methodology : Conceptual research model is designed with three constructs such as clan culture, woemn leader's characteristics, and market culture. Based on five hundred cases with leadership styles and organizational culture of global companies, this study examine the mediating effect of women leader's characteristics in the relationship between clan culture and market culture using structured equation modeling. Results : Facilitator leadership have a significantly positive influence on women leader's position and carrier. Mentor leadership have a significantly positive influence on women leader's carrier while they are not correlated with mentor leadership and women leader's position. Women leader's position and carrier have a significantly positive influence on director leadership while women leader's position and carrier not have a positive influence on procucer leadership. Also facilitator and mentor leadership have a significantly positive on producer and director leadership. Conclusions : By controlling for the mediating effect of women leader's characteristics, this study have improved the academic contributions as well as policy and practical implications through empirical study of clan culture that affect market culture in the filds of leadership style and organizational. In addition, this study means that the mediating effects on the variables of women leader's position and carrier were examined.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.877-893
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• 2016

The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teachers teaching practice and characteristics of the mentoring and interactions was investigated by analyzing conversations between mentor and mentee teachers during the collaborative mentoring. Three mentoring conversation records and transcripts during mentoring program were collected. An analytical framework of mentoring conversations was used in the analysis of mentoring conversations and RTOP was used for lesson analysis to determine the development of teaching practice. The results show that the types of interactions during mentoring varied according to the mentoring teams. Mentors who encouraged reflective thinking induced a higher level of teaching in their mentees. The mentor qualification standard was determined from the relationship between the characteristics of the interaction and the improvement in beginning teacher's teaching practice. To be an effective mentor, the mentor should be able to 1) lead the interaction in a manner that encourages the exchange of opinions, 2) induce reflective thinking and ability to achieve reflective practice following reflective thinking, 3) provide clear explanations and suggest detailed methods, 4) lead conversations that encourage reflective thinking with questions about teaching supported techniques.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.444-454
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• 2015

This study reports on initial founder performance and satisfaction that is affected by mentoring skills and mentoring functions. Through the empirical analysis, seen the initial founder performance and satisfaction as a respective dependent variable, this study intends to provide efficient direction of the responsibility mentor and present a method that enhances the survival of the initial start-up founder. The frequency analysis was conducted to determine the general characteristics of the sample, by leveraging the statistical package SPSS 20.0 for Windows program, details of the items measuring tools present a statistical analysis of sample data, 120 people have gathered in the survey data for this factor analysis was performed with a correlation to classify each region was calculated to Cronbach's ${\alpha}$ factor to determine the reliability of the measurement tool, and tested the hypothesis using linear regression analysis for verification. Was found to play an important role to draw the founder and mentor mentoring skills and capabilities in early stage start-ups, and conclusions drawn from this process. In particular, modeling of the mentor with a sound mind and behavior brought the better performance and satisfaction of the initial start-up founder. If a mentor provides mentoring with more interests in career development and psychosocial functions of the mentoring functions, it is seen to be more efficient way to improve survival rate of initial start-up as well as increasing a founder's performance and satisfaction.

• 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.