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Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics.

In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning.

Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment.

Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.

Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context.

The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five protégés before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together.

The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice.

This research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for protégés). Given the single case study methodology, this research may lack generalizability to other educational contexts.

This research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.

The purpose of this study is to describe the multiplicity of the role of the Accounting academic as a knowledge agent: in terms of the discovery of new knowledge and its recontextualisation into pedagogy, as well as effective teaching and learning in the field of Accounting.

Through a literature review and the collection of qualitative data (using purposive sampling), this study describes the Accounting academic’s role as a knowledge agent, as viewed by Accounting academics and professional accountants, with the aim of providing insight into the tensions that exist in the education of professionals.

The data collected in this study indicate that Accounting academics find themselves torn between their different roles: those of researcher and teacher. Accounting academics do not feel valued in their role as teachers, as at the university, more emphasis is placed and promotion is based on research, yet the Accounting profession places more value on their teaching and scholarship role.

There is an urgent need in professional Accounting education (trapped within a multiple principal paradigm) for some fundamental re-thinking of the focal point of research, and the knowledge agency of academe, particularly within a developing economy, such as South Africa.

The value of this paper is in its identification and description of the tensions experienced in the education of professional accountants. The university and profession are urged to value, acknowledge and reward the multiple roles of Accounting academics.

A 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 focused primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development. Researchers have called for further exploration into potential benefits of preservice co-teaching models for the mentor teacher. In this study, the authors explored ways in which mentor teachers who participated in a co-teaching pre-service program experienced professional growth.

In order to gain insights into the perspectives of mentor teachers and ways in which they experienced professional growth through their experiences in the co-teaching program, the authors used a qualitative, descriptive approach. The authors’ primary data source included interviews conducted with 42 mentor teachers from five content-areas. Researcher communication and interactions with co-teachers over time, along with artifacts including field notes, co-teacher reflections on practice, and program documents, served as peripheral data sources.

Results indicated that co-teachers experienced meaningful professional growth in areas represented by the following themes: (1) critical reflection, (2) pedagogical renewal, (3) in situ feedback and refining practice and (4) application of learning to leadership roles.

This study, which is one of only a few studies focusing explicitly on mentor co-teacher professional growth, provided new insights into learning opportunities afforded to mentor teachers through a participation in a blended model of co-teaching and communities of practice.

This study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges.

The study adopted a concurrent mixed-methods research design. A total of 218 ECTs taking a postgraduate, part-time initial teacher education programme completed two quantitative measures: Professional Competence Questionnaire and Teacher Buoyancy Scale – Extended Version. Structural Equation Modelling (SEM) analysis was conducted to examine the relationship between PC and TB. Qualitative data via semi-structured interviews were collected from 14 survey respondents and were interpreted through a case study approach.

The quantitative findings showed: (1) Competence in classroom teaching predicts the personal and contextual dimensions of teacher buoyancy; and (2) Competence to work in schools predicts the personal dimension of teacher buoyancy. The qualitative findings showed two cases that exemplified how the dynamic interaction between ECTs' perceived PC and the personal and contextual dimensions of TB supported their development of teaching expertise.

The paper provides empirical findings on the relationship between PC and TB. It highlights ECTs' perceived Competence to work in schools as goal alignment and engagement with school policy as a crucial facilitating condition that develops ECTs' capacity to face daily challenges and engenders their thriving in terms of development of teaching expertise.

This qualitative study aimed to explore how the school–university partnership (SUP) enhances the elementary teachers' professional development in a school-based setting.

By following the qualitative case study methodology, this case study employs semi-structured interviews (the authors designed) with 10 school teachers and administrators. The authors adapted the iterative process analysis (Miles and Huberman, 1984) for compiling, coding, annotating the data and interpreting the interview transcripts. The authors also used the member checking technique that establishes credibility in a qualitative study (Lincoln and Guba, 1985) with six participants.

The findings suggest that participating in a series of professional learning activities led to the enhancement of teachers' and administrators learning experiences in view of educational theories, action research abilities, teaching efficiency, teaching research capacities and improvement of school guidelines. Further, they reveal that the participants' expectations for future SUP collaborations centred on realizing the sustainability and effectiveness of collaborations, and autonomy of teachers.

The limitations of the current study include its focus on a single SUP within one school and the reliance on data collected only by interviews during the SUP process. This study offers implications for teacher learning within SUP collaborations. First, schools should consider how to involve and influence all teachers rather than SUP core members only. To this end, authentic professional learning communities need to be constructed. Second, universities should pay much more attention to the professional development of their faculty members towards integration of theoretical knowledge and practical experiences.

This original study explores practical ways of improving teachers' theoretical and practical teaching practices/experiences through SUP projects, and contributes new knowledge to the teaching professional development of school teachers and administrators.

Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.

This investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.

Findings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.

The preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.

This research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.

While the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.

The purpose of this paper is to describe how teachers’ generational interpretative frameworks influence their career experiences and to demonstrate how these generational differences impact the power of professional capital to improve teaching and learning.

The paper utilizes data from a multi-year, mixed methods study of mid-career teachers in Massachusetts. Data in this paper come from semi-structured interviews with 12 Generation X teachers (born 1961-1980).

Generation X teachers have a unique self-image, self-esteem, task perception, job motivation, and future perspective that form their generational interpretative framework. This framework is different from that of the prior generation.

These generational differences have implications for how Generation X teachers view professionalism and autonomy and how they see their careers over time. Drawing upon Hargreaves and Fullan’s (2012) suggestions for school leaders, three implications are highlighted. First, a model of professional capital that incorporates teachers’ generational differences must be aware of how teachers view their work before engaging in changing it. This implication ties directly into the second, which is that leaders must know their teachers and understand the culture in which they work. Together, these two implications suggest that implementing a model of professional capital is not enough; it must begin with deliberate thought as to who the teachers are who are being asked to change. Finally, to secure leadership stability and sustainability, leaders must respect generational differences that influence teachers’ desires to move, or not move, into formal leadership roles.

The purpose of this study is to examine the relationship between workplace spirituality (WS) and teachers’ professional well-being (TPW), and additionally to scrutinize the mediating role of the construct of positive psychological capital (PPC) between the two constructs.

Data were gathered from 345 teaching professionals employed in Indian higher educational institutions. The associations were verified through covariance-based structural equation modeling, mediation analysis performed and further verified through Preacher and Haye’s (2008) method.

Results indicated an epochal positive relationship between WS and TPW. Further, PPC partially mediated the relationship between the two constructs.

The inner source of spirituality among teachers can be tapped to cope with occupational stress levels, thereby augmenting the sense of professional well-being. Psychologically clear and receptive minds are indispensable in the process of teaching.

There is a paucity of research linking the relationship between WS, TPW and PPC, specifically in the higher education sector.

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.

This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.

Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.

In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.

Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.