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Article
Publication date: 5 January 2022

Andrew J. Hobson and Christian J. van Nieuwerburgh

The purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first…

Abstract

Purpose

The purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field.

Design/methodology/approach

This review and position paper draws on the authors’ knowledge of the extant literature on coaching and mentoring in education, their own research in the field and their perspectives as editors of coaching and mentoring journals.

Findings

Among the outcomes of their review and commentary, the authors observe that coaching and mentoring research conducted to date largely occupies two separate fields, and studies published in one field frequently fail to draw on relevant literature from the other or recognise the overlap between them. The authors highlight a number of additional limitations of the evidence base on coaching and mentoring in education and offer some potential means of addressing these.

Originality/value

The paper offers an original reflection on current research into coaching and mentoring in education. It is intended that the paper will inform the design and publication of future studies in this area to strengthen the evidence base and, in turn, inform improvements to coaching and mentoring practice. In particular, the authors hope to encourage the ethical deployment of coaching and mentoring which enhances, rather than inhibits, the well-being of all participants, while realising other positive outcomes.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Content available
Article
Publication date: 5 December 2016

Andrew J. Hobson, Linda J. Searby, Lorraine Harrison and Pam Firth

308

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 4
Type: Research Article
ISSN: 2046-6854

Content available
Article
Publication date: 4 December 2017

Andrew J. Hobson and Linda J. Searby

324

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 4
Type: Research Article
ISSN: 2046-6854

Article
Publication date: 6 June 2016

Andrew J. Hobson

The purpose of this paper is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new…

Abstract

Purpose

The purpose of this paper is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be realised.

Design/methodology/approach

The paper draws on a thematic analysis of: previously published findings from three empirical studies undertaken between 2003 and 2015; new data from two empirical studies undertaken between 2012 and 2016; and recent literature (2013-2016) on judgementoring.

Findings

The paper provides further evidence of the nature, reach, causes and consequences of judgementoring as a national and international phenomenon. In doing so, it extends previous knowledge about the conditions that enhance or detract from the successful enactment of beginner teacher mentoring.

Practical implications

The findings presented have implications for the work of education policymakers, school and college leaders, mentor trainers, mentors and others concerned with enhancing mentorship and effectively supporting the professional learning, development and well-being of beginning teachers.

Originality/value

The paper presents ONSIDE Mentoring as an original, research-informed framework for mentoring beginner teachers. The framework may also be applicable to other contexts, especially for the mentoring of early career professionals.

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Content available
Article
Publication date: 2 March 2015

Andrew J. Hobson, Jan Long and Pat Ashby

134

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 4 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 23 August 2013

Andrew J. Hobson and Angi Malderez

The purpose of this article is to identify and examine root causes of the failure of school‐based mentoring to realize its full potential.

1674

Abstract

Purpose

The purpose of this article is to identify and examine root causes of the failure of school‐based mentoring to realize its full potential.

Design/methodology/approach

The article draws on the re‐analysis of data from two major mixed‐method empirical studies carried out in England. It focuses on data generated from interviews with beginner teachers and mentors in both primary and secondary schools.

Findings

The findings point to a failure to create appropriate conditions for effective mentoring in England at the level of the mentoring relationship, the school, and the national policy context.

Practical implications

Implications of the findings include the need to achieve a greater degree of informed consensus on the meaning and purposes of mentoring in teacher education, and to ensure that mentors of beginner teachers are appropriately trained for the role.

Originality/value

The article identifies the practice of judgemental mentoring or “judgementoring” as an obstacle to school‐based mentoring realizing its potential and an impediment to the professional learning and wellbeing of beginner teachers. It also points to worrying indications that judgementoring may be becoming, through accrued experiences, the default understanding of mentoring in England.

Details

International Journal of Mentoring and Coaching in Education, vol. 2 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Content available
Article
Publication date: 7 September 2015

Andrew J. Hobson, Jan Long and Linda Searby

253

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 4 no. 3
Type: Research Article
ISSN: 2046-6854

Content available
Article
Publication date: 6 June 2014

Andrew J. Hobson

103

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 3 no. 2
Type: Research Article
ISSN: 2046-6854

Content available
Article
Publication date: 25 February 2014

Andrew J. Hobson

102

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 3 no. 1
Type: Research Article
ISSN: 2046-6854

Content available
Article
Publication date: 7 December 2015

Andrew J. Hobson, Janette Long and Linda Searby

160

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 4 no. 4
Type: Research Article
ISSN: 2046-6854

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