International Journal of Mentoring and Coaching in Education
Issue(s) available: 39 – From Volume: 1 Issue: 1, to Volume: 11 Issue: 2
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Volume 2
An online teacher professional development programme as a boundary artefact for new school-based mentors
Karen Birgitte DilleThe 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…
Students' experiences of academic coaching in Norway: a pilot study
Beate Brevik Saethern, Anne Margrethe Glømmen, Ricardo Lugo, Pål EllingsenThe purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway.
Mentoring roles in an afterschool STEM mentoring program: an investigation of why mentors enact different roles
Virginia Snodgrass Rangel, Jerrod A. Henderson, Victoria Doan, Rick Greer, Mariam ManuelThe 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…
The perceived benefits of instructional coaching for teachers
Jennifer Marie Warnock, Monica Gibson-Sweet, Christian J. van NieuwerburghCoaching 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…
“Should we get support or just guidelines?” (self) assessment on mentoring of early childhood education students
Adrijana Visnjic Jevtic, Edita RoguljThe aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to…
Co-teaching as an opportunity for mentor teacher professional growth
Katya Karathanos-Aguilar, Lara Ervin-KassabA growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has…
Examining coaches’ feedback to preservice teacher candidates on a core practice
Anne Henry Cash, Hilary Dack, William LeachFor preservice teacher candidates (PSTs), receiving feedback on core practices is an important component in supporting the development of their practice. However, coaches…
The implementation of teacher coaching across eight New Zealand schools in a Kāhui Ako/Community of learning: a multiple case study
Paul Nathan BennettThe purpose of this study was to explore how teacher coaching was implemented across eight schools.
ISSN:
2046-6854Online date, start – end:
2012Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditor:
- Prof Andrew Hobson
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