Professional Development of Higher Education Instructors Through Mentoring: A Phenomenological Study
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Abstract
This research article aims to present the phenomenon on professional development of higher education instructors through mentoring by using qualitative research (Transcendental phenomenological study). The results are as follows: 1) The core experiences of mentoring included four phases: initiation phase, cultivation phase, separation phase and re-definition phase. 2) The condition on using mentoring strategy which consists of the periods of interpersonal relationships; the pattern of mentoring and the role of the mentoring. The consequences from the use of strategy that are concerned with new lecturers: mentor and their own organization. 3) The characteristics of professional development are working skills development, learning organization, professional learning community and development of the 21st century learning skills and characteristics. The condition of professional development that consists of social changing, the 21st century learning style, campus strategy, demands of faculty’s academically improvements and team working format.
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