International Journal of Mentoring and Coaching in Education最新文献_第10页

Contextual coaching: levering and leading school improvement through collaborative professionalism 情境辅导：通过专业合作推动和引导学校进步

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-08-16 DOI: 10.1108/ijmce-01-2021-0019

Trista Hollweck, Rachel M. Lofthouse

{"title":"Contextual coaching: levering and leading school improvement through collaborative professionalism","authors":"Trista Hollweck, Rachel M. Lofthouse","doi":"10.1108/ijmce-01-2021-0019","DOIUrl":"https://doi.org/10.1108/ijmce-01-2021-0019","url":null,"abstract":"PurposeThe research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement.Design/methodology/approachThe multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in education and uses the ten tenets of collaborative professionalism as a conceptual framework for its abductive analysis. Data from both cases were collected through interviews, focus groups and documentation.FindingsThe findings demonstrate that effective contextual coaching leads to conditions underpinning school improvement. Specifically, there are patterns of alignment with the ten tenets of collaborative professionalism. Whereas contextual coaching is found on four of these tenets (mutual dialogue, joint work, collective responsibility and collaborative inquiry), in more mature coaching programmes, three others (collective autonomy, initiative and efficacy) emerge. There is also evidence that opportunities exist for contextual coaching to be further aligned with the remaining three tenets. The study offers insight into how school improvement can be realized by the development of staff capacity for teacher leadership through contextual coaching.Research limitations/implicationsThe impact of coaching in education is enhanced by recognizing the importance of context and the value of iterative design and co-construction.Practical implicationsThe principles of contextual coaching are generalizable, but models must be developed to be bespoke and to align with each setting. Collaborative professionalism offers a useful framework to better design and implement contextual coaching programmes.Originality/valueThe research introduces contextual coaching in education, and how coaching can enhance collaborative professionalism in schools.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43472106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning 代表教师辅导课程:了解培养教师学习设计能力的辅导

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-08-02 DOI: 10.1108/ijmce-01-2021-0011

S. Kickbusch, Nick Kelly

{"title":"Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning","authors":"S. Kickbusch, Nick Kelly","doi":"10.1108/ijmce-01-2021-0011","DOIUrl":"https://doi.org/10.1108/ijmce-01-2021-0011","url":null,"abstract":"PurposeThe purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.Design/methodology/approachTwo coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.FindingsResults show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.Practical implicationsThe representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.Originality/valueThe paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45324482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How does coaching influence teacher implementation of a science programme? Evidence from an experimental study 辅导如何影响教师实施科学项目?来自实验研究的证据

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-07-16 DOI: 10.1108/IJMCE-09-2020-0059

Melina Furman, Mariana Luzuriaga, Inés Taylor, M. E. Podestá

{"title":"How does coaching influence teacher implementation of a science programme? Evidence from an experimental study","authors":"Melina Furman, Mariana Luzuriaga, Inés Taylor, M. E. Podestá","doi":"10.1108/IJMCE-09-2020-0059","DOIUrl":"https://doi.org/10.1108/IJMCE-09-2020-0059","url":null,"abstract":"PurposeThe study aimed to understand the effect of instructional coaching on teachers' implementation of a science teaching improvement programme and whether it varies in schools of different socioeconomic statuses.Design/methodology/approachThe authors conducted an experimental study. A total of 59 seventh-grade classrooms from a representative sample of public schools from the city of Buenos Aires, Argentina, were provided with research-based science educative curriculum materials (ECM) as resources to improve their teaching. A randomly selected treatment group received additional instructional coaching. Coaches met one-on-one with teachers on a weekly basis, providing pedagogical support to enact the ECM. After a 12-week intervention, the authors analyzed science teaching practices as evidenced in students' notebooks. The authors used a fidelity framework to understand the programme's implementation (with and without coaching), considering its adherence, dosage and quality, and compared how it varied across schools.FindingsWhile teachers in both groups used the ECM in their science lessons (i.e. with high adherence), instructional coaching almost tripled science teaching time (i.e. the dosage) but did not increase the quality of implementation (i.e. the percentage of inquiry-based science activities taught). In low socioeconomic status schools, the effect of coaching on dosage was even more intense.Originality/valueThis study provides robust evidence on the impact of instructional coaching on teaching improvement programmes in science in developing countries, an under researched topic. The findings may contribute to developing targeted coaching interventions considering their effectiveness in different school contexts.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45243168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Literacy instructional coaching for inservice teachers through a community-engaged partnership 通过社区参与伙伴关系为在职教师提供扫盲教学指导

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-07-13 DOI: 10.1108/IJMCE-10-2020-0062

Tala Michelle Karkar Esperat

{"title":"Literacy instructional coaching for inservice teachers through a community-engaged partnership","authors":"Tala Michelle Karkar Esperat","doi":"10.1108/IJMCE-10-2020-0062","DOIUrl":"https://doi.org/10.1108/IJMCE-10-2020-0062","url":null,"abstract":"PurposeThe purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.Design/methodology/approachAn exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.FindingsThe study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.Research limitations/implicationsThis study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.Originality/valueThis study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46613799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Experiencing the future: preservice teacher perceptions of the solution-focused brief coaching approach 体验未来:职前教师对以解决方案为中心的简短指导方法的看法

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-07-12 DOI: 10.1108/IJMCE-01-2021-0026

C. McNulty, Leanne Smith

{"title":"Experiencing the future: preservice teacher perceptions of the solution-focused brief coaching approach","authors":"C. McNulty, Leanne Smith","doi":"10.1108/IJMCE-01-2021-0026","DOIUrl":"https://doi.org/10.1108/IJMCE-01-2021-0026","url":null,"abstract":"PurposeThe purpose of this study was to describe teacher candidate perceptions of the influence of solution-focused brief coaching (SFBC) sessions on movement toward self-identified outcomes. The SFBC approach emanated from the London-based organization BRIEF: The Centre for Solution Focused Practice (BRIEF, n.d.).Design/methodology/approachThis qualitative study engaged ten participants in two SFBC sessions. In the first coaching session, participants identified a “preferred future” and described what would be happening when it came to fruition. Coaches employed SFBC elements such as the “miracle question,” scaling questions, descriptions of strengths and recognition of resources already in place (Iveson et al., 2012). In the second session, following coaching, participants shared their perceptions and experiences of the SFBC process.FindingsAll participants reported movement toward desired outcomes, and their perceptions of the SFBC process revealed five themes: an increase in positive emotion, enhanced self-efficacy, value in the co-construction of their preferred future, the coaching process as a catalyst for actualizing their preferred future and adoption of a solution-focused lens in other contexts.Originality/valueThis study answers the call for additional research in three areas: it provides data from completed SFBC sessions, examines participant follow-up on progress toward their preferred futures and provides insight regarding the coaching relationship dynamic. In addition, it provides qualitative findings for the SFBC approach, which have traditionally been dominated by quantitative results.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47936070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates 非正式社区空间、指导和代表:影响非裔美国工程本科生的因素

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-06-25 DOI: 10.1108/ijmce-06-2020-0032

Anu Tuladhar, Carin Queener, J. Mondisa, C. Okwudire

{"title":"Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates","authors":"Anu Tuladhar, Carin Queener, J. Mondisa, C. Okwudire","doi":"10.1108/ijmce-06-2020-0032","DOIUrl":"https://doi.org/10.1108/ijmce-06-2020-0032","url":null,"abstract":"PurposeIn this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation).Design/methodology/approachUsing a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis.FindingsFindings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space.Research limitations/implicationsGiven the intimate size of the program, the sample population was limited.Practical implicationsTo benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally.Originality/valueThis work identifies explicit mentoring program factors that support the development of minoritized students in engineering.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49223383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Mentoring dyads in higher education: It feels lucky, but it's more than luck 在高等教育中指导二人组：感觉很幸运，但这不仅仅是运气

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-06-17 DOI: 10.1108/ijmce-12-2020-0088

A. Fitzgerald, N. McNamara

{"title":"Mentoring dyads in higher education: It feels lucky, but it's more than luck","authors":"A. Fitzgerald, N. McNamara","doi":"10.1108/ijmce-12-2020-0088","DOIUrl":"https://doi.org/10.1108/ijmce-12-2020-0088","url":null,"abstract":"PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49440562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coaching to develop teacher professional noticing: planning with students and mathematics in mind 培养教师专业注意:以学生和数学为中心进行规划

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-06-17 DOI: 10.1108/IJMCE-10-2020-0064

Paula M. Jakopovic

引用次数: 0

Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience 小学实习期间初级教师教育学生的认知:新西兰的经验

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-06-08 DOI: 10.1108/IJMCE-10-2020-0069

J. Fletcher, C. Astall, J. Everatt

{"title":"Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience","authors":"J. Fletcher, C. Astall, J. Everatt","doi":"10.1108/IJMCE-10-2020-0069","DOIUrl":"https://doi.org/10.1108/IJMCE-10-2020-0069","url":null,"abstract":"PurposeThis paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.Design/methodology/approachInformed 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.FindingsQuantitative 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 implicationsBetter 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/valueThis 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.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43532883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

STEM doctoral mentoring: a call for a conscious, culturally responsive journey STEM博士指导：呼吁有意识、有文化响应的旅程

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-06-03 DOI: 10.1108/IJMCE-07-2020-0034

Anna Sanczyk, Lisa R. Merriweather, C. D. Howell, Niesha Douglas

{"title":"STEM doctoral mentoring: a call for a conscious, culturally responsive journey","authors":"Anna Sanczyk, Lisa R. Merriweather, C. D. Howell, Niesha Douglas","doi":"10.1108/IJMCE-07-2020-0034","DOIUrl":"https://doi.org/10.1108/IJMCE-07-2020-0034","url":null,"abstract":"PurposeThe purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?Design/methodology/approachA case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.FindingsThe findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.Research limitations/implicationsThe findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.Practical implicationsSTEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.Originality/valueThis study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49012178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1