International Journal of Mentoring and Coaching in Education: Volume 9 Issue 1

Mentorship and well-being: Examining doctoral students’ lived experiences in doctoral supervision context

Maha Al Makhamreh, Denise Stockley

The purpose of this paper is to examine how doctoral students experienced mentorship in their supervision context and how the mentorship they received impacted their well-being.

Mentoring as meaningful professional development: The influence of mentoring on in-service teachers' identity and practice

William Walters, Daniel Bruce Robinson, Jared Walters

Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers…

An innovative model of mentoring teachers in Jewish day schools: A pathway to professional development and teacher well-being

Jeffrey S. Winter, Sherri Bressman, Efrat Sara Efron

The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research…

Empowerment through induction: supporting the well-being of beginning teachers

Chris Wilcoxen, Julie Bell, Amanda Steiner

The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt…

Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement

Anat Wilson, Minh Huynh

Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE…

Supporting teachers who witness student bullying: (Re)shaping perceptions through peer coaching in action learning

Rajashi Ghosh, Jamie Callahan, Penny Hammrich

The purpose of this paper is to explore how peer coaching in action learning meetings stimulates teachers to experience transformational learning through critically reflecting on…

Mentoring of newly qualified teachers in early childhood education and care centres: Individual or organizational orientation?

Wiebke Klages, Magritt Lundestad, Paul Robert Sundar

The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care…