REVERSE MENTORING as continuing professional development in higher education : Recommendation for action based on current evidence

Abstract

This Master’s thesis addresses the topic of continuing professional development of the teaching staff of higher education institutions by the means of reverse mentoring regarding the topic of digital skills in teaching. The topic of online teaching is not a new one, yet its immediate implementation became evident during the COVID-19 pandemic in 2020. Reverse mentoring is a developmental relationship, where the traditional roles of an older mentor and younger mentee are being reversed. In the case of teacher professional development, the students take the role of the mentors and teachers that of the mentees. The research questions addressed the benefits reverse mentoring might entail for the mentees and what the essential components of a successful reverse mentoring program from the organizational point of view are. The research was conducted using the mixed methods systematic review according to Joanna Briggs Institute revealed several benefits for the teacher mentee. The findings of the review included three synthesized findings both for the benefits for the teacher mentees and the essential components of a successful reverse mentoring program. This Master’s thesis concludes to consider reverse mentoring as a potential method of teacher professional education in the field of digital skills and presents recommendations for a reverse mentoring program at a higher education institution. Further empirical studies in reverse mentoring as professional development strategy for teachers in higher education are recommended.