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Putting the cart behind the horse: conceptualising the “emotionality” of mentoring in initial teacher education International Journal of Mentoring and Coaching in Education Pub Date : 2024-04-29 Mary Clare Relihan, Richard O'Donovan
Purpose This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers. Design/methodology/approach
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Peer mentors' experiences in an online STEM peer mentoring program: “beacons of light” International Journal of Mentoring and Coaching in Education Pub Date : 2024-04-11 Jillian L. Wendt, Vivian O. Jones
Purpose Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions. Design/methodology/approach
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Mentoring preparation in educational contexts: a review of the literature International Journal of Mentoring and Coaching in Education Pub Date : 2024-02-23 Kate Thornton
Purpose This article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on the literature. Design/methodology/approach A narrative review of a range of literature focussing on the importance and characteristics of effective mentor practice and preparation. Findings Many mentors working in
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Non-directive team coaching in engineering education to strengthen teamwork competencies International Journal of Mentoring and Coaching in Education Pub Date : 2024-02-19 Ramiro García-Galán, Isabel Ortiz-Marcos, Rafael Molina-Sánchez
Purpose Teamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development and effectiveness. This study aimed to analyze how a non-directive coaching intervention model for an entire team influences the individual team members’ teamwork competencies. Design/methodology/approach Action research
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Using the “most significant change” technique to evaluate the teaching competence and psycho-emotional development of prospective teachers during the teaching practicum International Journal of Mentoring and Coaching in Education Pub Date : 2024-02-13 Marios Koukounaras-Liagkis, Evdokia Karavas, Manolis Papaioannou
Purpose This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique. Design/methodology/approach Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May)
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Whether and how coaching for mental health and well-being should be offered in post-Covid-19 pandemic Dutch higher vocational education: coaches’ perceptions International Journal of Mentoring and Coaching in Education Pub Date : 2024-02-13 Tatiana Ciff
Purpose In this article, the outcomes of a survey aimed to investigate how aware of and how capable coaches in higher vocational Dutch education perceive themselves to assist students displaying mental health and well-being issues are presented. Additionally, the article explores coaches’ perceptions regarding the frequency, form of help offered, topics to be tackled and the preferred form in which
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Black students’ experiences of coaching and mentoring in higher education: a case study International Journal of Mentoring and Coaching in Education Pub Date : 2024-02-13 Jennifer Hillman, Dave Lochtie, Olivia Purcell
Purpose In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and mentoring support during 2021–2022. All the students were studying at a large higher education institution in the United Kingdom which offers a broad range of degree courses by distance learning. Design/methodology/approach
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Students' learning outcomes from being a mentor in the Nightingale Mentoring Programme for Adult Refugees in Norway International Journal of Mentoring and Coaching in Education Pub Date : 2024-02-08 Anne Margrethe Glømmen, Beate Brevik Sæthern, Rikard Eriksson
Purpose This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring. Design/methodology/approach This study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns
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The benefits of being a mentor teacher in a teacher residency program International Journal of Mentoring and Coaching in Education Pub Date : 2024-02-08 Ji Hyun Oh, Jennifer A. Tygret, Sylvia L. Mendez
Purpose This instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program. Design/methodology/approach The study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Scandura (1999). The participating mentor teachers engaged in semi-structured interviews and a focus
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Advancing scholarly excellence at midcareer: the influence of exceptional others on faculty professional growth International Journal of Mentoring and Coaching in Education Pub Date : 2024-02-02 Meghan J. Pifer, M. Cynthia Logsdon, Maria Ibarra, Kevin Gardner
Purpose There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth. Design/methodology/approach This is an exploratory, single-site case study of a midcareer
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Vocational education and training in South Africa: leaders' perceptions of a mentoring framework in a professional development programme International Journal of Mentoring and Coaching in Education Pub Date : 2023-12-21 Katharina Prummer, Salomé Human-Vogel, Daniel Pittich
Purpose The South African vocational education and training (VET) sector is required by legislation to redefine postsecondary education, advance industrialisation and expand the job market to address unemployment in the country. Yet, VET leaders' heterogenous educational and occupational backgrounds do not enable them to address the needs of the VET sector. Continuous professional development of leaders
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Learning to expand our communities to support coaching for equity: a collaboration of seven university-based teacher preparation programs International Journal of Mentoring and Coaching in Education Pub Date : 2023-12-14 Elizabeth Ries, Erica Steinitz Holyoke, Heather Dunham, Murphy K. Young, Melissa Mosley Wetzel, Criselda Garcia, Katherina Payne, Annie Garrison Wilhelm, Veronica L. Estrada, Alycia Maurer, Katie Trautman
Purpose There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines. Design/methodology/approach This multicase study examines cross-institutional programmatic
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Physical education mentors in initial teacher training: who cares? International Journal of Mentoring and Coaching in Education Pub Date : 2023-12-18 Luke Jones, Steven Tones, Gethin Foulkes, Andrew Newland
Purpose The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT). Design/methodology/approach Semi-structured interviews were used to generate
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The impact of professional mentoring on mentors of novice-teachers International Journal of Mentoring and Coaching in Education Pub Date : 2023-12-13 Orna Schatz Oppenheimer, Judy Goldenberg
Purpose This article aims to present a unique dimension to mentor studies in that unlike most research that focuses on the novice-teachers-mentee, this study explores the influence of mentoring on the mentors themselves. Two main questions were examined: “Which components of mentoring influence the mentors' professional development?” and “What is the differential impact of each of these components
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Navigating the landscape of academic coaching: a comprehensive bibliometric analysis International Journal of Mentoring and Coaching in Education Pub Date : 2023-12-08 Somayeh Mahdi, Hassanreza Zeinabadi, Hamidreza Arasteh, Hossein Abbasian
Purpose Academic coaching (AC) has gained a significant attention to support student success and achievement in higher education, management and psychology. This study aimed to conduct a comprehensive bibliometric analysis of AC literature to identify the top authors, research patterns, hotspots and research topics in the field. Design/methodology/approach The study utilized a bibliometric analysis
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Mentoring a culturally diverse community of student teachers in practice teaching International Journal of Mentoring and Coaching in Education Pub Date : 2023-11-27 Mirit Rachamim, Lily Orland-Barak
Purpose This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university teacher education in Israel. Specifically, it explored how the mentor's response to cultural aspects of learning to teach shaped the group's learning environment. Design/methodology/approach Data collection included
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Literacy instructional coaching practices in writing and writing instruction: an exploration of K–6 teachers' perspectives International Journal of Mentoring and Coaching in Education Pub Date : 2023-10-30 Jadelyn Abbott, Katherine Landau Wright, Hannah Carter
Purpose The purpose of this study was to identify if and how K–6 teachers perceive that their literacy instructional coaches influence their writing teaching. Design/methodology/approach The authors employed a parallel convergent mixed-methods design with survey data. The authors used thematic analysis to identify patterns within short-answer responses. Findings K–6 teachers receive little literacy
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“Nurturing a trusting learning community”: perceptions of relationships in a health professions education peer mentorship program International Journal of Mentoring and Coaching in Education Pub Date : 2023-10-25 Helen Frances Harrison, Elizabeth Anne Kinsella, Stephen Loftus, Sandra DeLuca, Gregory McGovern, Isabelle Belanger, Tristan Eugenio
Purpose This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program. Design/methodology/approach The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions. Findings The findings about student mentors' perceptions of peer mentor
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The impact of peer mentoring in first-year education students International Journal of Mentoring and Coaching in Education Pub Date : 2023-10-20 Elizabeth Lapon, Leslie Buddington
Purpose The transition to college presents significant challenges for many students as they navigate new academic and social experiences. In the USA, 30% of first-year students drop out before their second year. Research indicates that mentoring programs help students achieve social integration and likely have a positive effect on their transition to college. This research study was conducted with
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Applying methodological innovation to explore generativity development among collegiate leadership mentors International Journal of Mentoring and Coaching in Education Pub Date : 2023-09-26 Lindsay J. Hastings, Hannah M. Sunderman, Addison Sellon
Purpose Building upon a larger mixed-methods research agenda, the purpose of this research study was to explore the growth of generativity (i.e. care for the next generation) among college student leaders who mentor, answering the central question “What changes in generativity do college student leaders who mentor associate with their mentoring experience, and why?” and associated sub-question “How
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Well-being and mentoring in pre-service teacher education: an integrative literature review International Journal of Mentoring and Coaching in Education Pub Date : 2023-09-19 Benjamin Dreer-Goethe
Purpose Mentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues. Design/methodology/approach Through an integrative
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Analysis of instructional coaching: what, why and how International Journal of Mentoring and Coaching in Education Pub Date : 2023-09-19 Gwen Nugent, James Houston, Gina Kunz, Donna Chen
Purpose This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes. Design/methodology/approach Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion
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Taking stock of campus mentoring ecosystems: a peer assessment dialogue exercise International Journal of Mentoring and Coaching in Education Pub Date : 2023-09-12 Becky Wai-Ling Packard, Beronda L. Montgomery, Joi-Lynn Mondisa
Purpose The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise. Design/methodology/approach This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory
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Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise International Journal of Mentoring and Coaching in Education Pub Date : 2023-08-24 Tove Seiness Hunskaar, Greta Björk Gudmundsdottir
Purpose This paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum. Design/methodology/approach This study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring
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Mentors as instructional coaches for new teachers: lessons learnt from the early career framework in England International Journal of Mentoring and Coaching in Education Pub Date : 2023-08-22 Caroline Daly, Polly Glegg, Beth Stiasny, Mark Hardman, Becky Taylor, Claire Pillinger, Haira Gandolfi
Purpose The paper provides analysis of the use of instructional coaching (IC) as a prevalent trend supporting new teachers in the English system and aims to inform ongoing policy development and implementation. The qualitative study examines mentors' conceptualisations and enactment of the role of instructional coach and the readiness of mentors to assume mentors' key stakeholder roles in the professional
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Lessons from the road less travelled: student teachers' and newly qualified teachers' experiences of mentoring in the Irish further education and training sector International Journal of Mentoring and Coaching in Education Pub Date : 2023-08-22 Conor Mellon
Purpose Mentoring processes and relationships can prove crucial to teachers in the initial phases of the teacher education continuum. Limited research exists regarding mentoring in further education and training (FET) in Ireland. This paper attempts to address this gap, illuminating and unpacking the “mentoring stories” of five teachers in FET. Design/methodology/approach The overall project adopted
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Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach International Journal of Mentoring and Coaching in Education Pub Date : 2023-08-21 Marc T. Sager, Jeanna R. Wieselmann
Purpose This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection. Design/methodology/approach In this study, the
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Informal coaching and mentoring and an “informal turn” in teacher professional learning International Journal of Mentoring and Coaching in Education Pub Date : 2023-08-21 Rachel Shanks
Purpose The focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and mentoring in teacher education. Emphasising the formal activities means that everyday informal learning in educational settings is overlooked. Informal coaching and mentoring could be utilised to support teachers'
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The mentoring needs of recently appointed female middle leaders: an Australian case study International Journal of Mentoring and Coaching in Education Pub Date : 2023-07-04 Caroline Blake, Mark Fielding
Purpose There is a significant volume of literature relating to the mentoring needs of new principals and vice/deputy principals, but little is known about the mentoring needs of recently appointed middle leaders in an educational setting. This study explored the mentoring needs of five female middle leaders at a K–12 case study school of 550 students in Perth, Australia. Design/methodology/approach
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The impact of a coach training intervention on undergraduate students International Journal of Mentoring and Coaching in Education Pub Date : 2023-06-28 Julie McFarlane
Purpose This paper explores the impact of a coach training programme in a UK higher education institution (UKHEI). This paper evaluates the use of coach training to equip undergraduate students with the skills needed to set goals and navigate stressors in personal and professional life. Design/methodology/approach An interpretivist research design was chosen to gather detailed information about the
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Coaches and teachers co-teaching: exploring the challenges and support of co-teaching as a coaching activity International Journal of Mentoring and Coaching in Education Pub Date : 2023-06-22 Evthokia Saclarides
Purpose Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching
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Dialogic research mentoring in pre-service teacher education International Journal of Mentoring and Coaching in Education Pub Date : 2023-06-06 Seden Eraldemir Tuyan
Purpose This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy. Design/methodology/approach
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One-to-one LEGO® SERIOUS PLAY® positive psychology coaching for emerging adults: a single-participant case study International Journal of Mentoring and Coaching in Education Pub Date : 2023-05-30 Maurissa Moore, David O'Sullivan
Purpose This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset. Design/methodology/approach This is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision
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Putting school-based mentors' experience into context: a mixed-methods cross-country comparison International Journal of Mentoring and Coaching in Education Pub Date : 2023-05-29 Maria Vittoria Bufali, Alec Morton, Graham Connelly
Purpose Cross-national research on cultural differences can help understand what drives, in differing contexts, mentors' commitment to school-based mentoring programs. This comparative study aims to explore whether adult volunteers, from Scotland and Italy, experience being mentors of vulnerable youth differently. Design/methodology/approach Data from interviews (n = 20) and questionnaires (n = 114)
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Facilitating professional learning for technology coaches through cross-district collaboration International Journal of Mentoring and Coaching in Education Pub Date : 2023-04-20 Tiffany L. Gallagher, Arlene Grierson, Catherine A. Susin
Purpose This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher. Design/methodology/approach Technology coaches from different school districts and their respective colleagues participated
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Teachers' perceptions about the delivery and methodology of a blended learning mentor training course: a case from Chile International Journal of Mentoring and Coaching in Education Pub Date : 2023-04-07 Verónica Cabezas, Sebastián Pereira, Catalina Figueroa, Camila Straub
Purpose The purpose of this study is to describe the perceptions of participants regarding a blended learning training course in Chile (and its e-learning adaptation due to the COVID-19 pandemic) for mentor teachers (MTs). The MT learns theoretical elements of mentoring and in parallel accompanies a newly qualified teacher while receiving support from an online tutor. Opinions are presented from MTs
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Mentoring underrepresented racially minoritized undergraduate students in an education research apprenticeship program: strategies for success International Journal of Mentoring and Coaching in Education Pub Date : 2023-04-04 Shenika Hankerson, Olivia Williams
Purpose This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research. Design/methodology/approach An exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students
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Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization International Journal of Mentoring and Coaching in Education Pub Date : 2023-03-31 Christiane Caneva, Emilie Monnier, Caroline Pulfrey, Laila El-Hamamsy, Sunny Avry, Jessica Delher Zufferey
Purpose In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer
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Generativity development among college students who mentor: a sequential multimethod quantitative study International Journal of Mentoring and Coaching in Education Pub Date : 2023-03-23 Hannah M. Sunderman, Lindsay J. Hastings
Purpose Generativity, defined as care for the next generation, is a hallmark of developmental theory (Erikson, 1950). Mentoring is an antecedent to generativity (Doerwald et al., 2021), with college students who mentor demonstrating higher generativity than their peers (Hastings et al., 2015). Yet no research has studied generativity development longitudinally among college students who mentor. This
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Using social exchange and equity theory to explore postgraduate student mentoring initiatives and academic faculty participation International Journal of Mentoring and Coaching in Education Pub Date : 2023-03-17 Claudia M. Bordogna
Purpose Student welfare and wellbeing is crucial to successful postgraduate study, regardless of the global location in which the study is taking place, making it an international issue. This study sought to add to the conversations occurring globally on this topic, focusing particularly on exploring academic faculty participation in higher education postgraduate taught (PGT) student mentoring initiatives
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Early career mentoring in England: a case study of professional discretion and policy disconnection International Journal of Mentoring and Coaching in Education Pub Date : 2023-02-01 Sue Cronin
Purpose This paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career framework (ECF) policy (DfE, 2019a). The paper uses Lipsky's (2010) framing of professionals as “street level bureaucrats” to consider the extent to which the ECT mentors, as new policy actors, exercise professional discretion
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New teachers' risk for stress: associations with mentoring supports International Journal of Mentoring and Coaching in Education Pub Date : 2023-01-10 Lauren H. Boyle, Kristen C. Mosley, Christopher J. McCarthy
Purpose Although mentoring is increasingly hailed as one of the most critical components of US teacher induction programs, the corresponding research base has failed to provide conclusive support for the effectiveness of teacher mentoring. Design/methodology/approach Cross-sectional data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) was used to empirically evaluate the relationship
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TVET teacher mentoring in Kenya: valued but poorly implemented International Journal of Mentoring and Coaching in Education Pub Date : 2023-01-05 Moses Njenga
Purpose In line with the expansion of Kenya's vocational education sector, the Government of Kenya has recruited additional technical, vocational education and training (TVET) teachers. It is expected that existing TVET teachers will mentor the new teachers. However, teacher mentorship practices in Kenya's TVET sector are under researched, and it remains unclear what mentorship practices exist and
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Mentoring leaders of tomorrow: insights on the role of college directors International Journal of Mentoring and Coaching in Education Pub Date : 2022-12-06 Fadzliyati Kamarudin, Donnie Adams
Purpose Mentoring is a crucial aspect of leadership development. However, the knowledge base about mentoring with regard to student leadership development is still emerging and has yet to be explored in depth. Thus, this paper explores college directors' mentorship, as a form of faculty mentoring, in developing students' leadership in Malaysia. Design/methodology/approach A qualitative research design
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Using bug-in-ear technology as a coaching technique: a scoping review International Journal of Mentoring and Coaching in Education Pub Date : 2022-12-06 Tim Gander, Christopher Dann
Purpose This scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD)
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A critical safe, supportive space: a collaborative autoethnography of a woman's academic mentoring circle International Journal of Mentoring and Coaching in Education Pub Date : 2022-11-29 Amy Serafini, Shannon Calderone, Maritza Lozano, Melissa A. Martinez
Purpose The study examines the benefits and potential challenges of the mentoring circle as an innovative approach to mentoring among four cisgendered women faculty situated at 4-year universities in various geographic locations in the United States. Design/methodology/approach Utilizing collaborative autoethnography, we ask: How can mentoring circles be beneficial for diverse early- and mid-career
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The role and place of mentorship for young people with blindness and low vision in educational contexts International Journal of Mentoring and Coaching in Education Pub Date : 2022-10-20 Melissa Cain, Danika Rhiannon Blackstock, Melissa Fanshawe, Mahadeo Sukhai, Ainsley Latour
Purpose The purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a conceptual framework for developing mentoring opportunities for young people with BLV. Design/methodology/approach Experiences of formal and informal mentorship were gathered within two distinct groups: adolescents
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The incubator: an innovative approach to professional development for beginning teachers and mentors International Journal of Mentoring and Coaching in Education Pub Date : 2022-10-11 Rinat Arviv Elyashiv, Michal Levi-Keren
Purpose The present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach. The study examined mentoring perceptions among mentors. More specifically, the study investigated how mentors perceive the incubator and how mentors view the support provided to beginning teachers, as well as the contribution
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Coaching and teaching performance in higher education: a literature review International Journal of Mentoring and Coaching in Education Pub Date : 2022-09-20 Cheryl L. Burleigh, Margaret Kroposki, Patricia B. Steele, Sherrye Smith, Dara Murray
Purpose The purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices
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Coaching for change: redefining the concept of change within a practice-based coaching model International Journal of Mentoring and Coaching in Education Pub Date : 2022-09-19 Lindsay Stoetzel, Sandra Taylor-Marshall
Purpose Across K–12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student achievement. Yet, coaching models differ in how to conceptualize change or transformation as a result of coaching efforts. Design/methodology/approach This case study problematizes the concept of change within one practice-based
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Coaching in teacher residency programs: a strategy for professional learning and development for in-service teachers International Journal of Mentoring and Coaching in Education Pub Date : 2022-09-16 Samantha T. Hope, Lisa M. Abrams, David T. Marshall
Purpose Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively
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Effects of coaching on Universal Design for Learning implementation International Journal of Mentoring and Coaching in Education Pub Date : 2022-09-09 Stephanie Lynn Craig, Sean J. Smith, Bruce B. Frey
Purpose This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide. Design/methodology/approach This mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL
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Virtual mentoring and coaching for school leaders participating in virtual professional learning communities International Journal of Mentoring and Coaching in Education Pub Date : 2022-08-25 Beverly J. Irby, Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett, Yingying Zhao
Purpose This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs. Design/methodology/approach The authors
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Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat” International Journal of Mentoring and Coaching in Education Pub Date : 2022-08-16 Victoria Millar, Linda Hobbs, Christopher Speldewinde, Jan van Driel
Purpose Girls are underrepresented in many school science, technology, engineering and mathematics (STEM) subjects, leading to ongoing gender disparity in STEM careers. This issue is not new and has seen a range of initiatives implemented in an attempt to increase girls’ STEM participation. In Australia, a number of these initiatives have emphasised role models and mentors. This paper seeks to understand
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An online teacher professional development programme as a boundary artefact for new school-based mentors International Journal of Mentoring and Coaching in Education Pub Date : 2022-08-09 Karen Birgitte Dille
Purpose The study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools. Design/methodology/approach Constant comparative analysis was used to examine 21 school-based
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Students' experiences of academic coaching in Norway: a pilot study International Journal of Mentoring and Coaching in Education Pub Date : 2022-06-24 Beate Brevik Saethern, Anne Margrethe Glømmen, Ricardo Lugo, Pål Ellingsen
Purpose The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway. Design/methodology/approach The study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic strategy to identify, organise and find patterns or themes
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Mentoring roles in an afterschool STEM mentoring program: an investigation of why mentors enact different roles International Journal of Mentoring and Coaching in Education Pub Date : 2022-05-31 Virginia Snodgrass Rangel, Jerrod A. Henderson, Victoria Doan, Rick Greer, Mariam Manuel
Purpose The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles varied across three sites and to explain those differences. Design/methodology/approach The authors used a comparative case study design and collected data primarily from interviews with program mentors and observations
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The perceived benefits of instructional coaching for teachers International Journal of Mentoring and Coaching in Education Pub Date : 2022-03-30 Jennifer Marie Warnock, Monica Gibson-Sweet, Christian J. van Nieuwerburgh
Purpose Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes, but the purpose of this paper is to present an investigation relating to the benefits of instructional coaching (Knight, 2006) to teachers as perceived by the teachers themselves. Design/methodology/approach The study
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Examining coaches’ feedback to preservice teacher candidates on a core practice International Journal of Mentoring and Coaching in Education Pub Date : 2022-03-09 Anne Henry Cash, Hilary Dack, William Leach
Purpose For preservice teacher candidates (PSTs), receiving feedback on core practices is an important component in supporting the development of their practice. However, coaches are often underprepared to support PSTs on core practices, and feedback can be infrequent or low quality (Anderson and Stillman, 2013; Clarke et al., 2014). Understanding such variation in the content and process for providing
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The implementation of teacher coaching across eight New Zealand schools in a Kāhui Ako/Community of learning: a multiple case study International Journal of Mentoring and Coaching in Education Pub Date : 2022-02-28 Paul Nathan Bennett
Purpose The purpose of this study was to explore how teacher coaching was implemented across eight schools. Design/methodology/approach A subjectivist epistemological position was adopted as the most appropriate for this study, and a qualitative approach to methodology, data collection and analysis was used within an evaluative multiple case study framework in order to investigate three research questions