Big Brother Mentoring in the Let's Teach for Hungary Program

The number of mentoring programs within the framework of schools is increasing both internationally and domestically (Raufelder & Ittel, 2012; Fejes et. al., 2009). Besides traditional mentoring, the role of peer mentoring (Miller, 2002) has also come to the fore in recent years. In our study,...

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Autor principal:	Katalin Godó
Formato:	article
Lenguaje:	EN
Publicado:	Debrecen University Press 2021
Materias:	mentoring e-mentoring digital transition remote mentoring chameleon mentor Education L
Acceso en línea:	https://doaj.org/article/180677814add4688bc17eab77d1372a6
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id	oai:doaj.org-article:180677814add4688bc17eab77d1372a6
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spelling	oai:doaj.org-article:180677814add4688bc17eab77d1372a62021-11-29T17:56:42ZBig Brother Mentoring in the Let's Teach for Hungary Program10.37441/cejer/2021/3/3/101582677-0326https://doaj.org/article/180677814add4688bc17eab77d1372a62021-11-01T00:00:00Zhttps://ojs.lib.unideb.hu/CEJER/article/view/10158https://doaj.org/toc/2677-0326 The number of mentoring programs within the framework of schools is increasing both internationally and domestically (Raufelder & Ittel, 2012; Fejes et. al., 2009). Besides traditional mentoring, the role of peer mentoring (Miller, 2002) has also come to the fore in recent years. In our study, we focus on cross-age peer mentoring (Miller, 2002; Sipe, 2005), where older youth mentor younger youth. One example of this in Hungary is the Let's Teach for Hungary (LTHMP) mentoring program, where undergraduate students mentor primary school students. In our research, we studied mentors at the University of Debrecen who had completed at least two semester-long cycles in the program. We were curious about how the COVID-19 pandemic period affected mentoring, so we examined the transition of a mentoring program based on a personal meeting to online mentoring, and its pivotal points, advantages, and disadvantages. As a method, we used qualitative interview analysis, during which we worked with semi-structured interviews, recorded in the spring of 2020 and 2021 – during the global pandemic situation – with a total of 50 mentors. The content analysis of the interview texts was performed based on the codes formulated based on the theory, and the emic codes emerged in the interviews (Creswell, 2012). Our results show that mentors can be grouped into different types based on their attitudes towards online mentoring. Overall, the digital transition has been a big challenge. The biggest problem was the lack of equipment. The issue of age has been also an important factor in terms of the sense of digital comfort. We noticed the phenomenon of Big Brother Mentoring and the importance of chameleon mentors. Our research, which can fill a gap, highlights both the challenges and benefits of online mentoring. In addition, we can also contribute to the effective and successful operation of the Let's Teach for Hungary Mentoring Program. Katalin GodóDebrecen University Pressarticlementoringe-mentoringdigital transitionremote mentoringchameleon mentorEducationLENCentral European Journal of Educational Research, Vol 3, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	mentoring e-mentoring digital transition remote mentoring chameleon mentor Education L
spellingShingle	mentoring e-mentoring digital transition remote mentoring chameleon mentor Education L Katalin Godó Big Brother Mentoring in the Let's Teach for Hungary Program
description	The number of mentoring programs within the framework of schools is increasing both internationally and domestically (Raufelder & Ittel, 2012; Fejes et. al., 2009). Besides traditional mentoring, the role of peer mentoring (Miller, 2002) has also come to the fore in recent years. In our study, we focus on cross-age peer mentoring (Miller, 2002; Sipe, 2005), where older youth mentor younger youth. One example of this in Hungary is the Let's Teach for Hungary (LTHMP) mentoring program, where undergraduate students mentor primary school students. In our research, we studied mentors at the University of Debrecen who had completed at least two semester-long cycles in the program. We were curious about how the COVID-19 pandemic period affected mentoring, so we examined the transition of a mentoring program based on a personal meeting to online mentoring, and its pivotal points, advantages, and disadvantages. As a method, we used qualitative interview analysis, during which we worked with semi-structured interviews, recorded in the spring of 2020 and 2021 – during the global pandemic situation – with a total of 50 mentors. The content analysis of the interview texts was performed based on the codes formulated based on the theory, and the emic codes emerged in the interviews (Creswell, 2012). Our results show that mentors can be grouped into different types based on their attitudes towards online mentoring. Overall, the digital transition has been a big challenge. The biggest problem was the lack of equipment. The issue of age has been also an important factor in terms of the sense of digital comfort. We noticed the phenomenon of Big Brother Mentoring and the importance of chameleon mentors. Our research, which can fill a gap, highlights both the challenges and benefits of online mentoring. In addition, we can also contribute to the effective and successful operation of the Let's Teach for Hungary Mentoring Program.
format	article
author	Katalin Godó
author_facet	Katalin Godó
author_sort	Katalin Godó
title	Big Brother Mentoring in the Let's Teach for Hungary Program
title_short	Big Brother Mentoring in the Let's Teach for Hungary Program
title_full	Big Brother Mentoring in the Let's Teach for Hungary Program
title_fullStr	Big Brother Mentoring in the Let's Teach for Hungary Program
title_full_unstemmed	Big Brother Mentoring in the Let's Teach for Hungary Program
title_sort	big brother mentoring in the let's teach for hungary program
publisher	Debrecen University Press
publishDate	2021
url	https://doaj.org/article/180677814add4688bc17eab77d1372a6
work_keys_str_mv	AT katalingodo bigbrothermentoringintheletsteachforhungaryprogram
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Big Brother Mentoring in the Let's Teach for Hungary Program

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