International Journal of Mentoring and Coaching in Education最新文献

{"title":"Applying methodological innovation to explore generativity development among collegiate leadership mentors","authors":"Lindsay J. Hastings, Hannah M. Sunderman, Addison Sellon","doi":"10.1108/ijmce-09-2022-0079","DOIUrl":"https://doi.org/10.1108/ijmce-09-2022-0079","url":null,"abstract":"Purpose Building upon a larger mixed-methods research agenda, the purpose of this research study was to explore the growth of generativity (i.e. care for the next generation) among college student leaders who mentor, answering the central question “What changes in generativity do college student leaders who mentor associate with their mentoring experience, and why?” and associated sub-question “How does generativity develop among college student leaders who mentor?” Design/methodology/approach Applying methodological innovation to a phenomenological design, semi-structured interviews were conducted and triangulated with pictorial degree-of-change graphs among 33 collegiate leadership mentors at a large Midwestern USA land-grant university. Findings The findings indicated that senior collegiate leadership mentors overwhelmingly acknowledged sustained generativity increases as a result of mentoring a younger student when given the tools, environment to process and time needed to develop trusting investment relationships. These increases in generativity were associated with changes in their understanding of generativity, the desire to pass on the knowledge given to them and growth in both mentor and mentee. Originality/value Findings from the current study advance mentoring research and practice by providing a deeper understanding of mentoring as a developmental intervention, informing antecedents of generativity and utilizing innovative qualitative methodological techniques.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885442","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}

{"title":"Analysis of instructional coaching: what, why and how","authors":"Gwen Nugent, James Houston, Gina Kunz, Donna Chen","doi":"10.1108/ijmce-08-2022-0066","DOIUrl":"https://doi.org/10.1108/ijmce-08-2022-0066","url":null,"abstract":"Purpose This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes. Design/methodology/approach Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach–teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction. Findings Results showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach–teacher relationship was promoted by building rapport and reciprocal trust, with use of “we” language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction. Originality/value The study provides empirical evidence about the active ingredients of coaching – those underlying processes that impact and improve teacher practice.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014708","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}

{"title":"Well-being and mentoring in pre-service teacher education: an integrative literature review","authors":"Benjamin Dreer-Goethe","doi":"10.1108/ijmce-09-2022-0073","DOIUrl":"https://doi.org/10.1108/ijmce-09-2022-0073","url":null,"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.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014999","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}

{"title":"Taking stock of campus mentoring ecosystems: a peer assessment dialogue exercise","authors":"Becky Wai-Ling Packard, Beronda L. Montgomery, Joi-Lynn Mondisa","doi":"10.1108/ijmce-09-2022-0072","DOIUrl":"https://doi.org/10.1108/ijmce-09-2022-0072","url":null,"abstract":"Purpose The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise. Design/methodology/approach This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats. Findings The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses. Research limitations/implications This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders. Practical implications The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals. Originality/value In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824698","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}

{"title":"Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise","authors":"T. Hunskaar, G. Gudmundsdottir","doi":"10.1108/ijmce-12-2022-0103","DOIUrl":"https://doi.org/10.1108/ijmce-12-2022-0103","url":null,"abstract":"PurposeThis paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum.Design/methodology/approachThis study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings.FindingsThis analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching.Originality/valueThis study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45745989","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}

{"title":"Mentors as instructional coaches for new teachers: lessons learnt from the early career framework in England","authors":"C. Daly, P. Glegg, Beth Stiasny, M. Hardman, B. Taylor, C. Pillinger, Haira Gandolphi","doi":"10.1108/ijmce-10-2022-0090","DOIUrl":"https://doi.org/10.1108/ijmce-10-2022-0090","url":null,"abstract":"PurposeThe paper provides analysis of the use of instructional coaching (IC) as a prevalent trend supporting new teachers in the English system and aims to inform ongoing policy development and implementation. The qualitative study examines mentors' conceptualisations and enactment of the role of instructional coach and the readiness of mentors to assume mentors' key stakeholder roles in the professional education of early career teachers (ECTs).Design/methodology/approachSemi-structured interviews with 37 mentors explored mentors' understandings and experiences of becoming instructional coaches as part of a pilot support initiative to support ECTs in England. Two rounds of interviews were conducted to generate data related to the first six months of mentoring on the programmes. Thematic analysis identified seven semantic themes which describe manifest content found within the data and identify mentors' perceptions of their role and practice as instructional coaches. Three latent themes were developed from mentors' accounts which indicate challenges in becoming an instructional coach in this context.FindingsConcern to apply IC “correctly” according to the programme models was a strong feature amongst both novice and experienced mentors. A key finding is the lack of explicit knowledge of professional learning pedagogies amongst mentors and insecure understanding of how new teachers learn. Assuming the role of instructional coach presented both benefits of having a “model” to follow and disadvantages in fostering limited and over-prescribed concepts and practices related to the learning of new teachers.Research limitations/implicationsThe study investigated mentors during the first six months of a pilot programme and the paper reports on analysis of one type of data. The research results may lack generalisability, and a longitudinal study is necessary to further explore the validity of the findings.Practical implicationsSustained, high-quality professional learning for mentors is crucial to mentors' role as instructional coaches to enable mentors to develop deep, critical understanding of how IC might support new teachers and how to exercise professional judgement in working with “models”. Judicious use of time and resource is needed to enable mentors to fulfil the potential of national mentoring programmes.Originality/valueThe study is timely in its examination of mentors that assume the role of instructional coach as one response to national policy development that makes support for ECTs mandatory. Such strategies have wide international relevance where the retention of new teachers is a policy priority.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47542171","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}

{"title":"Lessons from the road less travelled: student teachers' and newly qualified teachers' experiences of mentoring in the Irish further education and training sector","authors":"Conor Mellon","doi":"10.1108/ijmce-10-2022-0089","DOIUrl":"https://doi.org/10.1108/ijmce-10-2022-0089","url":null,"abstract":"PurposeMentoring processes and relationships can prove crucial to teachers in the initial phases of the teacher education continuum. Limited research exists regarding mentoring in further education and training (FET) in Ireland. This paper attempts to address this gap, illuminating and unpacking the “mentoring stories” of five teachers in FET.Design/methodology/approachThe overall project adopted a narrative approach. Data were collected via in-depth interviews, part of which clearly focussed on participants' lived experience of mentoring. Thematic analysis revealed four overarching themes.FindingsThe themes reveal a spectrum of practices and perspectives on the role of mentors. There are ample instances of collegiality, mutual respect and an appreciation of the professional life stage of the mentee. However, evidently a lack of understanding of who mentors are and what they do persists, leading to some informal approaches and opening up the potential for misinterpretation and misalignment.Originality/valueThis paper sheds light on an area of FET practice that has been relatively unseen before now. It gives voice to those who have experienced mentoring in the Irish FET sector that, to a degree, has seen structural and attitudinal transformations in recent times.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49640690","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}

{"title":"Informal coaching and mentoring and an “informal turn” in teacher professional learning","authors":"R. Shanks","doi":"10.1108/ijmce-10-2022-0091","DOIUrl":"https://doi.org/10.1108/ijmce-10-2022-0091","url":null,"abstract":"PurposeThe focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and mentoring in teacher education. Emphasising the formal activities means that everyday informal learning in educational settings is overlooked. Informal coaching and mentoring could be utilised to support teachers' career-long professional learning.Design/methodology/approachThis is a conceptual paper which draws on the author's research and seeks to expand what is considered as professional learning within teacher education – namely, informal coaching and mentoring. To understand how to support this professional learning, the lens of social practice is used with an emphasis on learning environments and learning practices.FindingsCoaching and mentoring can be identified in informal encounters in the staffroom, school corridors and many places and situations. Findings are presented in relation to the importance of informal learning from and with colleagues and the role of headteachers.Originality/valueMore attention has been paid to informal learning, but there is still a need for what could be termed an “informal turn”. Understanding that informal coaching and mentoring afford professional learning opportunities to the teachers who both provide and receive coaching and mentoring can help to support their learning. Recommendations are provided on how educational settings can facilitate and support these professional learning opportunities while preserving their informality.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47556687","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}

{"title":"Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach","authors":"Marc T. Sager, J. Wieselmann","doi":"10.1108/ijmce-01-2023-0012","DOIUrl":"https://doi.org/10.1108/ijmce-01-2023-0012","url":null,"abstract":"PurposeThis paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.Design/methodology/approachIn this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.FindingsQuantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.Research limitations/implicationsAll data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.Practical implicationsThis study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.Originality/valueThe ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47910833","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}

{"title":"The mentoring needs of recently appointed female middle leaders: an Australian case study","authors":"Carole Blake, M. Fielding","doi":"10.1108/ijmce-06-2022-0045","DOIUrl":"https://doi.org/10.1108/ijmce-06-2022-0045","url":null,"abstract":"PurposeThere is a significant volume of literature relating to the mentoring needs of new principals and vice/deputy principals, but little is known about the mentoring needs of recently appointed middle leaders in an educational setting. This study explored the mentoring needs of five female middle leaders at a K–12 case study school of 550 students in Perth, Australia.Design/methodology/approachEach participant had three mentoring sessions, followed by a semi-structured interview using open-ended questions to provide data on the participants' mentoring needs. The research was framed within an interpretive phenomenology paradigm that focussed on the participants' perceived experiences and how they then interpreted these experiences. One of the researchers was active in this research, acting as the mentor (Neubauer et al., 2019; Smith and Osborn, 2021).FindingsThe findings of this study revealed the importance of the mentor being a “critical friend”. In addition, the participants referred to leadership identity, leadership from the middle, managing relationships and gender as other important mentoring needs.Originality/valueThis empirical study contributes original findings on the mentoring needs of a previously neglected group of educational leaders who provide an essential bridge between classroom practitioners and senior leadership in Australian schools. This study is unique because it links these mentoring needs to the practice architectures, factors at the case study school that either constrained or enabled middle leading (Kemmis et al., 2014).","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43240361","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}