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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 framework for…

1322

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

Book part
Publication date: 10 August 2023

Andrew J. Hobson and Carol A. Mullen

This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across…

Abstract

This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across applications of co-mentoring in transnational schooling contexts. Co-mentoring is an alternative to more traditional, hierarchical, and unidirectional approaches to mentoring in education. Extending the extant literature on collaborative mentoring (or “comentoring”), co-mentoring is a collaborative, compassionate, and developmental relationship – informed by specific approaches to mentoring and coaching – that is intended to support participants' professional learning, development, effectiveness, and well-being, and potentially improve their workplace cultures. Detailing three different applications of co-mentoring across the United Kingdom and United States, the chapter evidences the realization of these intended outcomes (professional learning, etc.), and highlights factors found to be instrumental in facilitating the positive impacts of co-mentoring. We end with recommendations for undertaking research and practice that build human and organizational capacity through co-mentoring. A takeaway is that intentional approaches to co-mentoring can have value for participating parties and broader impact, as well as wide applicability.

Details

Studying Teaching and Teacher Education
Type: Book
ISBN: 978-1-83753-623-8

Keywords

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 10…

1102

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

Book part
Publication date: 25 September 2020

Rachel Shanks

Scotland's Teacher Induction Scheme, which covers new teachers in the state sector, was introduced in 2002, before which there was a 2-year probation period. This chapter covers…

Abstract

Scotland's Teacher Induction Scheme, which covers new teachers in the state sector, was introduced in 2002, before which there was a 2-year probation period. This chapter covers teacher probation prior to 2002; the components of the Teacher Induction Scheme; allocation of induction year teachers; the Standard for Full Registration; support and professional learning and tensions in the scheme, namely mentors' dual support and assessment roles, the vulnerable position of induction year teachers and the role of universities in teacher induction. While there have been some minor changes to the Teacher Induction Scheme and the Flexible Route (originally called the Alternative Route) to Registration, there has not been an official review or overhaul since their introduction in 2002. Therefore, this chapter concludes with suggestions on possible future developments.

Content available
Book part
Publication date: 10 August 2023

Abstract

Details

Studying Teaching and Teacher Education
Type: Book
ISBN: 978-1-83753-623-8

Article
Publication date: 30 November 2020

Lisa Murtagh and Louisa Dawes

The purpose of this paper is to explore school-based mentors' perceptions of the non-statutory National Standards for school-based initial teacher training (ITT) mentors in…

Abstract

Purpose

The purpose of this paper is to explore school-based mentors' perceptions of the non-statutory National Standards for school-based initial teacher training (ITT) mentors in England.

Design/methodology/approach

Taking the form of a qualitative survey, the paper explores the views of mentors in relation to the potential use of the National Standards in supporting the mentoring role and in enhancing the experiences of pre-service teachers during school placements.

Findings

The paper reports that the National Standards have the potential to support the role of mentoring in ITT if used in ways that support mentor recognition and reward.

Practical implications

In the absence of any common training model for mentors in England, there is potential that the National Standards could offer mentors some guidance for the role to support more equitable experiences for pre-service teachers.

Originality/value

The paper contributes to the field since it accesses mentor voices about matters that involve them. The paper draws attention to the impoverished representation of mentoring in the National Standards, whilst paradoxically noting that in the absence of any common mentoring framework, mentors perceive that the standards could offer some support for mentors and mentees alike.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Content available
Article
Publication date: 20 August 2021

Laura Lunsford

205

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 3
Type: Research Article
ISSN: 2046-6854

Open Access
Article
Publication date: 19 September 2023

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…

1906

Abstract

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 literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.

Findings

The framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.

Originality/value

This work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 8 June 2021

Jo Fletcher, Chris Astall and John Everatt

This paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.

Abstract

Purpose

This paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.

Design/methodology/approach

Informed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors that impact student teachers' experiences during practicum.

Findings

Quantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.

Practical implications

Better understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.

Originality/value

This research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 8 May 2018

Luke Jones, Steven Tones and Gethin Foulkes

The purpose of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback…

Abstract

Purpose

The purpose of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback experiences of physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme.

Design/methodology/approach

Semi-structured interviews, with nine PE mentors and 11 ATs within a university ITE partnership, were used to explore lesson feedback and the context in which it was provided. Interview data from the 20 participants were analysed through constant comparison to categorise content and identify patterns of responses.

Findings

Mentors were well versed in the formal feedback mechanism of a written lesson observation. This approach is well established and accepted within ITE, but the dialogic feedback that follows lessons was thought to be where ATs made most progress. These learning conversations were seen to provide less formal but more authentic feedback for those learning to teach, and were most successful when founded on positive and collaborative relationships between the mentor and the ATs.

Practical implications

These findings have implications for providers of teacher education and more specifically how they approach mentor training. The focus on lesson observations has value, but examining more informal dialogic approaches to feedback may have more impact on the learning of ATs.

Originality/value

These findings support the value of lesson feedback but challenge the primacy of formal written lesson observations. The learning conversations that follow lessons are shown to provide authentic feedback for ATs.

Details

International Journal of Mentoring and Coaching in Education, vol. 7 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

1 – 10 of 37