Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32601
The Mentoring in Professional Development of University Teachers

Authors: Nagore Guerra Bilbao, Clemente Lobato Fraile


Mentoring is provided by professionals with a higher level of experience and competence as part of the professional development of a university faculty. This paper explores the characteristics of the mentoring provided by those teachers participating in the development of an active methodology program run at the University of the Basque Country: to examine and to analyze mentors’ performance with the aim of providing empirical evidence regarding its value as a lifelong learning strategy for teaching staff. A total of 183 teachers were trained during the first three programs. The analysis method uses a coding technique and is based on flexible, systematic guidelines for gathering and analyzing qualitative data. The results have confirmed the conception of mentoring as a methodological innovation in higher education. In short, university teachers in general assessed the mentoring they received positively, considering it to be a valid, useful strategy in their professional development. They highlighted the methodological expertise of their mentor and underscored how they monitored the learning process of the active method and provided guidance and advice when necessary. Finally, they also drew attention to traits such as availability, personal commitment and flexibility in. However, a minority critique is pointed to some aspects of the performance of some mentors.

Keywords: Higher education, Mentoring, Professional development, University teachers.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 870


[1] C. Duchesne and R. Kane, “Le mentorat comme strategie de soutien à l’insertion professionnelle: points de vue d’enseignants debutants,” Formation et pratiques d’enseignement en questions, no. 11, pp. 57-68, 2010.
[2] M. Frenay, A. Saroyan, K.L. Taylor, D. Bédart, M. Clement, N. Rege Colet, J.J. Paul. and A. Kolmos, “Accompagner le développement pédagogique des enseignants universitaires à l’aide d’un cadre conceptuel original,” Revue française de pédagogie, no.172, pp. 63-76, 2010.
[3] I. Fernández, J. Guisasola, M. Garmendia, I. Alkorta and A. Madinabeitia,”¿Puede la formación tener efectos globales en la universidad? Desarrollo docente, metodologías activas y curriculum híbrido,” Revista Infancia y Aprendizaje, vol. 36, no. 3, pp.387-400, 2013.
[4] H. Bradbury, N. Frost, S. Kilminster and M. Zukas, Beyond reflective practice: new approaches to professional lifelong learning. London: Routledge, 2010.
[5] M. Sánchez Moreno, “Asesoramiento en la universidad: poniendo a trabajar la experiencia,” Profesorado: Revista de currículum y formación del profesorado vol. 12, no. 1, pp. 1-19, 2008.
[6] K. Leslie, L. Lingard and S. Whyte, “Junior Faculty Experiences with Informal Mentoring,” Medical Teacher vol. 27, no. 8, pp. 693-698, 2005.
[7] A. Bolívar, J. Domingo and M. Fernández Cruz, La investigación biográfico-narrativa en educación. Enfoque y metodología. Madrid: La Muralla, 2001, pp. 103-127.
[8] B. Glaser and A. Strauss, The discovery of grounded theory: strategies for qualitative research. New York: Aldine Publishing Company, 1967.
[9] R.A. Berk, J. Berg, R. Mortimer, B. Walton-Moss and T.P. Yeo, “Measuring the Effectiveness of Faculty Mentoring Relationships,” Academic Medicine, vol. 80 no. 1, pp. 66-70, 2005.
[10] L. E. Thorndyke, M. E. Gusic and R. J. Milner, “Functional mentoring: A practical Approach with Multilevel Outcomes,” Journal of Continuing Education in the Health Professions, vol. 28, no. 3, pp. 157-164, 2008.
[11] B.C. Hansford, L. Tennent and L.C. Ehrich, “Educational mentoring: Is it worth the effort?” Education Research and Perspectives, vol. 39, no. 1, pp. 42–75, 2003.
[12] A. Williams June, “A Helping hand for young Faculty members,” The chronicle of higher education. In, 2008. Accessed on 11/03/2015.
[13] M. Ballesteros Panizo and J. Nubiola, Los mentores, una figura esencial de la Universidad. Propuesta para la formación de mentores. In, 2013. Accessed on 20/05/2015.
[14] C. Manathuga, “Supervision as mentoring: the role of power and boundary crossing,” Studies in Continuing Education, vol. 29, no. 2, pp. 207-221, 2007.
[15] A.J. Hobson, P. Ashby, A. Malderez and P.D. Tomlinson, “Mentoring beginning teachers: What we know and what we don’t,” Teaching and Teacher Education, vol. 25, no. 1, pp. 207-216, 2009.
[16] P. Kamvounias, S. McGrath-Champ and J. Yip, “ Gifts in Mentoring: Mentees’ reflections on an Academic Development Program,” International Journal for Academic Development, vol. 13, no. 1, pp.17-25, 2008.