International Journal of Mentoring and Coaching in Education: Volume 12 Issue 4

Subject:

Table of contents - Special Issue: Coaching and Mentoring in Teacher Education

Guest Editors: Lizana Oberholzer, Caroline Daly

Well-being and mentoring in pre-service teacher education: an integrative literature review

Benjamin Dreer-Goethe

Mentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between…

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Mentors as instructional coaches for new teachers: lessons learnt from the early career framework in England

Caroline Daly, Polly Glegg, Beth Stiasny, Mark Hardman, Becky Taylor, Claire Pillinger, Haira Gandolfi

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…

Early career mentoring in England: a case study of professional discretion and policy disconnection

Sue Cronin

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…

Lessons from the road less travelled: student teachers' and newly qualified teachers' experiences of mentoring in the Irish further education and training sector

Conor Mellon

Mentoring processes and relationships can prove crucial to teachers in the initial phases of the teacher education continuum. Limited research exists regarding mentoring in…

Analysis of instructional coaching: what, why and how

Gwen Nugent, James Houston, Gina Kunz, Donna Chen

This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict…

Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise

Tove Seiness Hunskaar, Greta Björk Gudmundsdottir

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…

Informal coaching and mentoring and an “informal turn” in teacher professional learning

Rachel Shanks

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…

Cover of International Journal of Mentoring and Coaching in Education

ISSN:

2046-6854

Online date, start – end:

2012

Copyright Holder:

Emerald Publishing Limited

Open Access:

hybrid

Editor:

  • Prof Andrew Hobson