Stories of transformation: using personal narrative to explore transformative experience among undergraduate peer mentors
While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to tran...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Bunting, Bryce [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2017 |
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| Rechteinformationen: |
Nutzungsrecht: © 2017 Informa UK Limited, trading as Taylor & Francis Group 2017 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Mentoring & tutoring - Abingdon, Oxfordshire : Routledge Journals, Taylor & Francis, 1994, 25(2017), 2, Seite 166 |
|---|---|
| Übergeordnetes Werk: |
volume:25 ; year:2017 ; number:2 ; pages:166 |
| Links: |
|---|
| DOI / URN: |
10.1080/13611267.2017.1327691 |
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| 520 | |a While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to transformative learning for PMs of first-year university students. In this study, transformation was more likely when PMs engaged in meaningful routines and everyday practices; exercised purposeful "pretending" in unfamiliar aspects of their role; embraced challenge and surprise; regularly reflected on experiences; and were mentored by supportive faculty and staff. Findings have implications for PM selection and training, as well as program design. | ||
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Stories of transformation: using personal narrative to explore transformative experience among undergraduate peer mentors |
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While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to transformative learning for PMs of first-year university students. In this study, transformation was more likely when PMs engaged in meaningful routines and everyday practices; exercised purposeful "pretending" in unfamiliar aspects of their role; embraced challenge and surprise; regularly reflected on experiences; and were mentored by supportive faculty and staff. Findings have implications for PM selection and training, as well as program design. |
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While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to transformative learning for PMs of first-year university students. In this study, transformation was more likely when PMs engaged in meaningful routines and everyday practices; exercised purposeful "pretending" in unfamiliar aspects of their role; embraced challenge and surprise; regularly reflected on experiences; and were mentored by supportive faculty and staff. Findings have implications for PM selection and training, as well as program design. |
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While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to transformative learning for PMs of first-year university students. In this study, transformation was more likely when PMs engaged in meaningful routines and everyday practices; exercised purposeful "pretending" in unfamiliar aspects of their role; embraced challenge and surprise; regularly reflected on experiences; and were mentored by supportive faculty and staff. Findings have implications for PM selection and training, as well as program design. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC1995340618</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20211209061923.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">170721s2017 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/13611267.2017.1327691</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20170721</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC1995340618</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC1995340618</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)informaworld_taylorfrancis_10_1080_13611267_2017_13276910</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)0266265520170000025000200166storiesoftransformationusingpersonalnarrativetoexp</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">ZDB</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Bunting, Bryce</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Stories of transformation: using personal narrative to explore transformative experience among undergraduate peer mentors</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. 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7.398793 |