Renewing our lives as teachers: A case study of a
teacher mentoring scheme in a Singapore
institution of higher education

This research is set in the context of the Learning-Teaching Network which is part of the Learning Academy of an institution of higher education in Singapore. The catalyst for the inauguration of a mentoring scheme for teachers was mooted by the Staff and Educational Development Association (United Kingdom) external examiner. In his report, he commented, "Many similar in-house teacher training programmes have a system of mentors based in the participant's own department to provide advice and support." As of 2001, a mentoring scheme was introduced to strengthen the professional development of both the new lecturers during their first year with the institution. It was also the objective of the mentoring scheme to see the way in which mentors might find their own learning-teaching commitment and expertise enhanced through the process of being involved in the scheme.

This small-scale action research project was conducted to understand the experiences of protégés and mentors. The research study focuses on two questions: What are the benefits reaped by protégés and mentors in the mentoring scheme? What are the roles and responsibilities of protégés and mentors? Data collection was obtained through regular feedback sessions with protégés and mentors. In addition, one-to-one interviews with protégés and mentors were conducted. From the data analysis, it was evident that mentoring relationships are an effective professional development strategy in higher education institutions. It presents a simple yet powerful vision of what an academic community might engage with in the ongoing journey of renewing the lives of educators.