The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study.
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| Title: | The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study. |
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| Authors: | Gulzar, Nusrat1 nusrat.gulzar@warwick.ac.uk |
| Source: | British Journal of Teacher Education & Pedagogy. Jan-Apr2023, Vol. 2 Issue 1, p12-22. 11p. |
| Subject Terms: | *Teacher educators, *Master teachers, Mentoring, Linguistics |
| Abstract: | In this paper, the author adopts a reflective case study approach to evaluate the management of rapport and power issues in her relationship with her mentee at a postgraduate mentoring programme at a British university. The evaluation focuses on the outcomes of adopting suitable feedback strategies and language constructions for providing verbal and written feedback to her mentee to mitigate tensions in the relationship. The paper also presents insights into the author's reflective evaluation of her mentoring approach, the nature of the tensions encountered and how she addressed those challenges through feedback techniques. Audio recordings from pre- and post-observation meetings and the researcher's written feedback reports were used as data in the study. The analysis's primary focus was identifying distinct language patterns in vocal and written communication and how they might have assisted and constrained the possibility of mentee reflection and rapport. Findings indicate that careful use of language structures, namely, hedged markers, first-person references, conversational registers, and reflective questions, may assist in establishing rapport in mentoring relationships and, consequently, reduce tensions to some extent. The study is helpful for new mentors and teacher educators interested in knowing more about the nature and complexities of near-peer mentoring relations and effective feedback techniques. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Teacher Education & Pedagogy is the property of Al-Kindi Center for Research & Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177663221 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gulzar%2C+Nusrat%22">Gulzar, Nusrat</searchLink><relatesTo>1</relatesTo><i> nusrat.gulzar@warwick.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Teacher+Education+%26+Pedagogy%22">British Journal of Teacher Education & Pedagogy</searchLink>. Jan-Apr2023, Vol. 2 Issue 1, p12-22. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this paper, the author adopts a reflective case study approach to evaluate the management of rapport and power issues in her relationship with her mentee at a postgraduate mentoring programme at a British university. The evaluation focuses on the outcomes of adopting suitable feedback strategies and language constructions for providing verbal and written feedback to her mentee to mitigate tensions in the relationship. The paper also presents insights into the author's reflective evaluation of her mentoring approach, the nature of the tensions encountered and how she addressed those challenges through feedback techniques. Audio recordings from pre- and post-observation meetings and the researcher's written feedback reports were used as data in the study. The analysis's primary focus was identifying distinct language patterns in vocal and written communication and how they might have assisted and constrained the possibility of mentee reflection and rapport. Findings indicate that careful use of language structures, namely, hedged markers, first-person references, conversational registers, and reflective questions, may assist in establishing rapport in mentoring relationships and, consequently, reduce tensions to some extent. The study is helpful for new mentors and teacher educators interested in knowing more about the nature and complexities of near-peer mentoring relations and effective feedback techniques. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Teacher Education & Pedagogy is the property of Al-Kindi Center for Research & Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177663221 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.32996/bjtep.2023.2.1.2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 12 Subjects: – SubjectFull: Teacher educators Type: general – SubjectFull: Master teachers Type: general – SubjectFull: Mentoring Type: general – SubjectFull: Linguistics Type: general Titles: – TitleFull: The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gulzar, Nusrat IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Apr2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 27551482 Numbering: – Type: volume Value: 2 – Type: issue Value: 1 Titles: – TitleFull: British Journal of Teacher Education & Pedagogy Type: main |
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