ABSTRACT

The aim of this study is to explore how Hungarian university teachers at a faculty of social sciences adapt developmental initiations in mentoring relationships. These relationships are designed to maximise reflective space through various mentoring structures without predefined mentoring roles. This study presents findings from a pilot faculty mentoring programme involving faculty (n = 13) from the same institution who joined on a voluntary basis for 6 months. For the analysis of the programme, baseline and end of programme survey, participants’ reflective diaries and transcripts of the final focus groups were used. The content analysis of the qualitative data was supplemented by quasi-statistical descriptive analysis of the quantitative dataset. The relational perspective of the mentoring programme design nurtured (1) the multi-directional nature of the learning cycles, (2) the diverse content of the professional discussions, and (3) the programme impact on the individuals’ workplace well-being.

摘要

本研究的目的是探索社会科学学院的匈牙利大学教师如何适应指导关系中的发展启动。这些关系旨在通过各种指导结构最大化反思空间，而无需预定义指导角色。本研究介绍了一个试点教师指导计划的结果，该计划涉及来自同一机构的教师（n = 13），他们自愿加入了 6 个月。对于计划、基线和计划结束调查的分析，使用了参与者的反思日记和最终焦点小组的成绩单。定性数据的内容分析辅以定量数据的准统计描述性分析。