Why Social Capital Is Important for Mentoring Capacity Building of Mentors: A Case Study in Hong Kong

Autor/in	Wong, Jocelyn L. N.
Titel	Why Social Capital Is Important for Mentoring Capacity Building of Mentors: A Case Study in Hong Kong
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 6, S.706-718 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1456419
Schlagwörter	Social Capital; Capacity Building; Mentors; Case Studies; Semi Structured Interviews; Teacher Educator Education; Supervisory Training; Elementary Secondary Education; Social Networks; Knowledge Management; Pedagogical Content Knowledge; Technological Literacy; Coaching (Performance); Transformative Learning; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Sozialkapital; Case study; Fallstudie; Case Study; Social network; Soziales Netzwerk; Wissensmanagement; Pädagogische Kompetenz; Technisches Wissen; Pädagogische Transformation; Ausland; Hongkong
Abstract	Most studies of school-based mentoring practice have put their key focus on discussions of the professional growth of novice teachers rather than of their mentors. Mentoring practice, however, is also a platform from which mentors can build or enhance their professional competency and capitalize their leadership role as they interact with novice teachers and their colleagues. This is an area which deserves further research attention. Drawing on the concept of social capital, this small-scale qualitative study investigates how mentors can develop or revise their mentoring skills and knowledge while they engage in school-based mentoring practice. Semi-structured interviews and documents were collected from 31 mentors from primary and secondary schools in Hong Kong from 2014 to 2015. Findings of this study firstly show that both bonding social capital and bridging social capital can help mentors develop their mentoring knowledge in different ways. Secondly, bridging social capital can help mentors act as boundary brokers who develop transformative learning by interacting with outside experts. Providing more off-site or cluster-based mentor training programs and mentoring partnership schemes with outside experts could be the way forward to maximize the professional competency of mentors aiming at improving school capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01