Empowering Educators: The Impact of Reverse Mentoring on Developing Scientific Mindset and Research Skills

Abstract

The integration of educational research into teaching practice is an important component in fostering the professional development of educators. Recognizing mentoring activities as an effective method for fostering such research-driven teaching practice, this study set out to explore the effectiveness of reverse mentoring in cultivating a scientific mindset and enhancing research skills among school-based teacher educators. The defining feature of reverse mentoring is the reversal of the mentor and mentee roles, with student teachers mentoring school-based teacher educators. These school-based teacher educators here represent in-service teachers who teach in schools on a daily basis while simultaneously supporting the training of future teachers. Through a semi-structured interview study, nine reverse mentoring projects implemented in Austria and Greece were analyzed. The findings highlight the importance of the thematic focus of the reverse mentoring projects, motivations for participation, insights into collaboration dynamics, learning outcomes, and suggestions for process improvement. Learning outcomes are reported in new teaching methods, content knowledge, and improved collaboration capabilities. A framework categorizing reverse mentoring collaboration into basic, guided, and deep levels is discussed. Suggestions for further research are provided to validate and expand upon the findings of this study.