Pub Date : 2023-09-19DOI: 10.1108/ijmce-09-2022-0073
Benjamin Dreer-Goethe
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.
{"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":"198 1","pages":"0"},"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}
Pub Date : 2023-09-12DOI: 10.1108/ijmce-09-2022-0072
Becky Wai-Ling Packard, Beronda L. Montgomery, Joi-Lynn Mondisa
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.
{"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":"363 1","pages":"0"},"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}
Pub Date : 2023-08-24DOI: 10.1108/ijmce-12-2022-0103
T. Hunskaar, G. Gudmundsdottir
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.
{"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":" ","pages":""},"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}
Pub Date : 2023-08-22DOI: 10.1108/ijmce-10-2022-0090
C. Daly, P. Glegg, Beth Stiasny, M. Hardman, B. Taylor, C. Pillinger, Haira Gandolphi
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.
{"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":" ","pages":""},"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}
Pub Date : 2023-08-22DOI: 10.1108/ijmce-10-2022-0089
Conor Mellon
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.
{"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":" ","pages":""},"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}
Pub Date : 2023-08-21DOI: 10.1108/ijmce-10-2022-0091
R. Shanks
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.
{"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":" ","pages":""},"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}
Pub Date : 2023-08-21DOI: 10.1108/ijmce-01-2023-0012
Marc T. Sager, J. Wieselmann
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.
{"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":" ","pages":""},"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}
Pub Date : 2023-07-04DOI: 10.1108/ijmce-06-2022-0045
Carole Blake, M. Fielding
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).
目的有大量文献与新校长和副校长/副校长的辅导需求有关，但对最近任命的中层领导在教育环境中的辅导需求知之甚少。本研究探讨了澳大利亚珀斯一所由550名学生组成的K-12案例研究学校中五名女性中层领导的辅导需求。设计/方法/方法每个参与者都有三次辅导会议，然后使用开放式问题进行半结构化访谈，以提供参与者辅导需求的数据。这项研究是在解释现象学范式的框架内进行的，该范式侧重于参与者的感知体验以及他们如何解释这些体验。其中一名研究人员积极参与了这项研究，担任导师（Neubauer et al.，2019；Smith和Osborn，2021）。发现这项研究的发现揭示了导师作为“关键朋友”的重要性。此外，参与者提到领导身份、中层领导、管理关系和性别是其他重要的辅导需求。独创性/价值这项实证研究对一个以前被忽视的教育领导者群体的辅导需求做出了独创性的发现，他们为澳大利亚学校的课堂从业者和高级领导层之间提供了重要的桥梁。这项研究之所以独特，是因为它将这些指导需求与实践架构联系起来，这些实践架构是案例研究学校约束或启用中层领导的因素（Kemmis等人，2014）。
{"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":" ","pages":""},"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}
Pub Date : 2023-06-28DOI: 10.1108/ijmce-07-2022-0057
Julie McFarlane
PurposeThis paper explores the impact of a coach training programme in a UK higher education institution (UKHEI). This paper evaluates the use of coach training to equip undergraduate students with the skills needed to set goals and navigate stressors in personal and professional life.Design/methodology/approachAn interpretivist research design was chosen to gather detailed information about the participants. Data were collected via a multi-method approach comprising participant observations, individual reflections and surveys amongst 18 students. Each method allowed the researcher to interpret the participants' perspectives of social reality.FindingsThe inductive analysis revealed three key themes related to the impact of coach training: a greater awareness of self, enhanced relationships with others and a renewed focus on the future. The findings also showed that coach training provided students with a goal-focussed, judgement-free strategy to address issues related to university stressors such as burnout.Research limitations/implicationsThe conclusions drawn from the study are placed in the context of the wider coaching debate yet are not generalisable. They illustrate a strong link between coach training and the positive impact on the students increased sense of self, their renewed view of the world and how they want to engage with the training.Practical implicationsThe results of this study highlight the need for further research into the impact of coaching and coach training initiatives on UKHEI students. The study also proposes that coaching strategies should be embedded into the curriculum to better prepare graduates to navigate the transition from university life to professional life.Originality/valueThis paper provides empirical evidence of the positive impacts of coach training on UKHEI students. This paper contributes to an understanding of coach training's potential impact on students' engagement in, and enjoyment of, the higher education learning journey. This paper also provides a foundation for future empirical research in this area.
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Pub Date : 2023-06-22DOI: 10.1108/ijmce-11-2022-0100
E. Saclarides
PurposeCo-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.Design/methodology/approachFourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.FindingsOverall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.Originality/valueAlthough coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.
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