Empowering Educators: The Impact of Reverse Mentoring on Developing Scientific Mindset and Research Skills
Abstract
:1. Introduction
2. Background
2.1. Scientific Mindset and Research Skills for Teachers
2.2. Reverse Mentoring
2.3. Implementation of Reverse Mentoring in Teacher Education
3. Methods
3.1. Participants
3.2. Instruments
3.3. Analysis
4. Results
4.1. Thematic Focus of the Reverse Mentoring Projects
4.2. Motivations for Participation
My biggest challenge was time management. I could have found the solutions myself, and often did, but it required a lot of time. I had hoped to receive materials and a well-developed teaching concept tailored to my class, which would not require too much effort on my part.ID3
4.3. Insights into the Reverse Mentoring Process
Working with the first group was highly successful due to their proactive communication and detailed involvement from the outset, resulting in a smooth process. In contrast, the second group failed to make proper contact and attempted to deviate from the agreed topic, resulting in a lack of communication and, ultimately, minimal output with no measurement.ID1
4.4. Efficiency of Reverse Mentoring for Professional Development/Learning Outcomes
But what is has done is it has made my view of teaching a bit more scientific again. Instead of just saying: “Let’s do some exercises”, it’s now more about understanding the underlying reasons: “Why am I doing this? What is my goal? How is it scientifically grounded?”. Also, I’ve become more inclined to seek specialized literature when I hit a roadblock. So, my perspective changed a lot. My joy in analyzing and questioning things has also increased. Additionally, my mindset has evolved to prioritize thinking first, then acting.ID1
It was enjoyable to exchange ideas with like-minded individuals who shared their experiences with me. I found this informal setting very pleasant because I learn best through dialogue. As a result, I was able to gain a lot from the experience.ID3
The learning opportunity was limited because the students were working behind the scenes and only using me as a link to get the raw pupils’ data for analysis.ID4
The best moment was the feedback from the pupils. This: ‘We’ve finally done something really new. That was something really exciting. We were able to try out something that really has to do with the reality of our everyday lives.’ Where I thought to myself: ‘It’s actually nice that a scientific project is being received so positively by young people. Where I thought to myself: ‘The call to do more of this actually fits.’ID1
The worst moment had to do with the pupils. I announced in the classes that we were taking part in the project and they just weren’t interested at all. They just said: ‘Do you have to do that? Does it count for the grade?’ Eh, that’s just the usual. Just pupils, annoying. Not very motivated.ID4
4.5. Suggestions for Improvement
Actually, I carried out something similar the following year. I took a similar project, extended its duration, and incorporated peer learning. I’m confident that the use of this peer learning teaching method was influenced by my participation in the project, so I wouldn’t have had it without it. It really brought about a change in my perspective.ID3
Perhaps the only improvement would be to communicate the joint appointments earlier or coordinate them so that everyone actually has time.ID3
5. Discussion
5.1. Engagement and Motivation of School-Based Teacher Educators
5.2. Role and Participation of Student Teachers
5.3. Effectiveness of Reverse Mentoring
5.4. Challenges and Areas for Improvement
5.5. Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Educator | Research Question | Cluster | Focus | Country |
---|---|---|---|---|
ID1 | How effective is AI as a teaching method? | Evaluating and Adapting Teaching Materials/Methods | subject-specific (German language class) and content-specific (Selected Books/Literature) | Austria |
ID2 | To what extent does the current subject textbook meet the needs of learners? | Evaluating and Adapting Teaching Materials/Methods | subject-specific (Orthodox Religion) and not-content-specific (Language barriers) | Austria |
ID3 | What teaching methods are effective in addressing the different abilities of students in school? | Managing Diverse Learner Needs | subject-specific (English language class) and content-specific (Food) | Austria |
ID4 | What strategies can be used to address students’ knowledge gaps in school? | Managing Diverse Learner Needs | subject-specific (Mathematics) and content-specific (Language barriers in percentage calculations) | Austria |
ID5 | What practical strategies can be effectively implemented in managing classrooms with pupils from refugee or migrant backgrounds to reduce instances of school violence? | Classroom Management and Behavioral Problems | not-subject-specific, not-content-specific | Greece |
ID6 | What strategies can address classroom heterogeneity resulting from the disinterest of pupils who do not require the subject for nationwide examinations? | Managing Diverse Learner Needs | subject-specific (Chemistry), not-content-specific (Heterogeneity) | Greece |
ID7 | How can pupils raise awareness about the local smog threat and effectively engage the local community in addressing this issue? | Alternative Teaching Methods | not-subject-specific (Community-based Learning; interdisciplinary), content-specific (Environmental awareness, Smog) | Greece |
ID8 | What are the key pedagogical principles of the flipped classroom model, and how can it be effectively planned and implemented? | Alternative Teaching Methods | subject-specific (Language class), not-content-specific (Flipped Classroom) | Greece |
ID9 | What alternative teaching methods can be used to improve the academic integration and performance of Roma pupils? | Managing Diverse Learner Needs | not-subject-specific, not-content-specific | Greece |
Category | Description of Category | |
---|---|---|
C1 | School-based Teacher Educator Profile/Scientific Attitudes/Motivation for Participation | Information about the participating school-based teacher educators, including their professional background, and their attitudes towards educational research. It also explores the reasons why the school-based teacher educators chose to participate in the reverse mentoring project, which could include their motivations, challenges they face, and their goals for participating. |
C2 | Collaboration with Student Teachers/Learning Interactions | Focuses on the dynamics of the interactions between the school-based teacher educator and student teachers during the reverse mentoring project. It looks at how often they interacted, the nature of the interactions, and the overall quality and effectiveness of their collaboration. |
C3 | School-based Teacher Educators Learning Experience | Instances where school-based teacher educator reflect on their own learning and professional development as a result of participating in the reverse mentoring project. This includes any new knowledge, or skills acquired, changes in teaching practice, and solutions implemented in their teaching. |
C4 | Feedback | Feedback from the school-based teacher educator on their experience of the reverse mentoring project. It highlights what was successful, what could be improved, and suggestions for future projects. |
Basic | Guided | Deep | |
---|---|---|---|
Goal of the Reverse Mentoring Process | Address the practical needs of reverse mentees while reverse mentors develop basic skills and understanding. | Enhance learning for both reverse mentors and reverse mentees through structured collaboration and the application of knowledge in real-world contexts. | Create a community of practice that emphasizes continuous improvement and reflective practice that benefits both reverse mentors and reverse mentees. |
Interaction and Communication | Minimal and task-focused, with communication occurring only when needed. | Structured, regular with scheduled meetings and purposeful communication to provide feedback and foster understanding. | Structured, regular and ongoing, with open, ongoing, and reflective communication that facilitates deep collaboration and mutual growth. |
Characteristics of the Reverse Mentoring Process | Reverse mentors independently develop a service or resource (e.g., research-based teaching materials, strategies) for the reverse mentees. | Reverse mentors develop a service or resource with active involvement from reverse mentees, who provide ongoing feedback and participate in discussions. | Both parties engage in continuous feedback, reflection, and collaborative development of materials, practitioner research projects. |
Reverse Mentors Learning Outcomes | Development of basic communication skills, initial exposure to new perspectives, and the application of general concepts to practice. | Enhanced critical thinking, problem-solving, and collaboration skills. Improved ability to apply knowledge to real-world situations. | Leadership and empowerment, improved communication and collaboration, deepened understanding of educational practices, and preparedness for future roles. |
Reverse Mentees Learning Outcomes | Initial openness to new perspectives. Beginning to engage in reflective practice. | Improved practices through exposure to fresh perspectives. Building trust and improving communication with reverse mentors. Enhanced problem-solving through collaboration with reverse mentors. | Professional growth as school-based teacher educators. Strengthened capacity to serve as role models. Promoting a culture of continuous learning and reflective practice within the educational community. |
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Share and Cite
Raberger, J.; Gkaravelas, K.; Froehlich, D.E. Empowering Educators: The Impact of Reverse Mentoring on Developing Scientific Mindset and Research Skills. Educ. Sci. 2024, 14, 993. https://doi.org/10.3390/educsci14090993
Raberger J, Gkaravelas K, Froehlich DE. Empowering Educators: The Impact of Reverse Mentoring on Developing Scientific Mindset and Research Skills. Education Sciences. 2024; 14(9):993. https://doi.org/10.3390/educsci14090993
Chicago/Turabian StyleRaberger, Julia, Konstantinos Gkaravelas, and Dominik E. Froehlich. 2024. "Empowering Educators: The Impact of Reverse Mentoring on Developing Scientific Mindset and Research Skills" Education Sciences 14, no. 9: 993. https://doi.org/10.3390/educsci14090993