Professional development of higher education instructors through mentoring : a phenomenological study

การพัฒนาวิชาชีพของอาจารย์ในระดับอุดมศึกษาด้วยการเป็นพี่เลี้ยง: การศึกษาเชิงปรากฏการณ์วิทยา

Name: Pariwit Vitayacheeva

LCSH: College teachers

Classification :.DDC: 378.12

LCSH: Phenomenology

Abstract: This research aims to study on the professional development of the instructors in the higher educational level through mentoring using a qualitative method of research based on Transcendental Phenomenology according to Edmund Husserl’s concept describing and accessing the intuition structure from an insider’s perspective. The information was used to conceptualize the phenomena in terms of 1) the core experience of mentoring, 2) the causal condition for mentoring and the outcomes and 3) the characteristics of professional development and the conditions of development through the strategic procedure of mentoring through participation, learning exchange, experience, working with the senior instructors as well as class learning management. The data was collected from the key informants consisting of one senior instructor serving as mentor and 45 learners in the Design for Home Economics course in the 2nd semester of 2014 while the researcher engaged in the project as a junior instructor or the mentee and the mentor for the learners during course activities. The research tools comprised interview questions. In addition, there was also reflection data on the class content, learners’ design work, photographs of the activities, the researcher’s field notes, observation forms. The secondary informants were 7 former mentees of Chiang Mai University and other institutes who participated in the focus group discussion whose topics became the tools for data collection. i The research findings were 1) the core experience of mentoring in which the researcher had to understand the phenomena via “Mentor A,” “B” and “Ajarn B” by transferring the core experience of the participants in three phases of the relationship. Phase 1 was the initiation phase of planning the learning management and the mentoring system based on the core experience in planning the learning management together, coaching, transferring the vision, creating familiarity and acquaintance by advising, building friendship, sharing, understanding the students, acceptance, assigning challenging tasks and getting ready for mentoring. Phase 2 was the learning phase involving transfer of knowledge and exchanging experience and ideas. Regarding the researcher as “Instructor B” and the students, the researcher assumed the role of mentor, based on the learning plan in the first phase on core experience, in coaching, advising both on the work and personal matters, follow-up as well as being a role model in terms of academic matters, working and personality. Phase 3 was the separation phase where the mentoring role was reduced, encouragement was given to create trust and pride in the better change or improvements and being able to substitute for the mentor. 2) the conditions affecting the mentoring were the three phases of relationship, the role in professional development, soc ial responsibility based on the key strategies of cooperation with the researcher as the agent who implement what he learned from Mentor A with his students as a coach and advisor creating positive results directly to the students, the instructor group, the course and the organization. 3) the professional development through mentoring could be seen in skills transferring, being a learning organization, a Professional Learning Community at a higher educational level, development of 21st century learning skills and desirable characteristics and other development factors for the higher education instructors such as the changing economy and society, the learning patterns of the 21st century, TQF, the university’s policy and strategies as well as the academic requirements and cooperation of the new instructors and the senior colleagues. From the research, researcher suggested in the policy aspect to set up a central agency for professional development in the university based on the human resources development principle to prepare the resources in all aspects especially using a mentoring strategy to create Professional Development Community in the university to correspond to the 21st century learning skills development that is now in progress

Chiang Mai University Library

Address: Chiang Mai

Email: cmulibref@cmu.ac.th

Name: Uthen Panyo

Role: Chairman

Name: Tipparat Noparit

Role: Member

Name: Kanjana Keatmaneerat

Role: Member

Name: Jensamut Saengpun

Role: Member

Name: Kietsuda Srisuk

Role: Member

Created: 2015

Modified: 2020-01-10

Issued: 2020-01-10

วิทยานิพนธ์/Thesis

application/pdf

Th 378.12 P234P

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: Curriculum and Instruction

Grantor: Chiang Mai University

©copyrights Chiang Mai University

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