Pub Date : 2023-01-10DOI: 10.1108/ijmce-05-2022-0037
Lauren H. Boyle, Kristen C. Mosley, Christopher J. Mccarthy
PurposeAlthough mentoring is increasingly hailed as one of the most critical components of US teacher induction programs, the corresponding research base has failed to provide conclusive support for the effectiveness of teacher mentoring.Design/methodology/approachCross-sectional data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) was used to empirically evaluate the relationship between school-based mentoring programs and US first-year teachers' occupational stress risk. NTPS items assessing teachers' workplace demands, resources and mentoring experiences were used to examine associations between stress risk and mentoring supports received. Multiple regression analysis and chi-square tests of independence were conducted to answer the study's three research questions.FindingsMentor status and study covariates statistically significantly predicted teacher stress risk, with mentor assignment being associated with decreased stress risk. Findings also revealed teachers who were not assigned a mentor were significantly more likely to experience greater stress risk and when assigned mentors, teachers with greater stress risk reported significantly different mentoring experiences than did teachers with less stress risk.Originality/valueThe current study addresses common limitations found in research on teacher mentoring and occupational stress, including the use of local, small samples and the absence of a comparison group and control variables. The associations between first-year teacher mentoring experiences and stress risk have not been firmly established and the current study provides needed evidence to support that mentored first-year teachers are more likely to report lower stress risk than their unmentored colleagues.
{"title":"New teachers' risk for stress: associations with mentoring supports","authors":"Lauren H. Boyle, Kristen C. Mosley, Christopher J. Mccarthy","doi":"10.1108/ijmce-05-2022-0037","DOIUrl":"https://doi.org/10.1108/ijmce-05-2022-0037","url":null,"abstract":"PurposeAlthough mentoring is increasingly hailed as one of the most critical components of US teacher induction programs, the corresponding research base has failed to provide conclusive support for the effectiveness of teacher mentoring.Design/methodology/approachCross-sectional data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) was used to empirically evaluate the relationship between school-based mentoring programs and US first-year teachers' occupational stress risk. NTPS items assessing teachers' workplace demands, resources and mentoring experiences were used to examine associations between stress risk and mentoring supports received. Multiple regression analysis and chi-square tests of independence were conducted to answer the study's three research questions.FindingsMentor status and study covariates statistically significantly predicted teacher stress risk, with mentor assignment being associated with decreased stress risk. Findings also revealed teachers who were not assigned a mentor were significantly more likely to experience greater stress risk and when assigned mentors, teachers with greater stress risk reported significantly different mentoring experiences than did teachers with less stress risk.Originality/valueThe current study addresses common limitations found in research on teacher mentoring and occupational stress, including the use of local, small samples and the absence of a comparison group and control variables. The associations between first-year teacher mentoring experiences and stress risk have not been firmly established and the current study provides needed evidence to support that mentored first-year teachers are more likely to report lower stress risk than their unmentored colleagues.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42743581","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 : 2023-01-05DOI: 10.1108/ijmce-04-2022-0028
Moses Njenga
PurposeIn line with the expansion of Kenya's vocational education sector, the Government of Kenya has recruited additional technical, vocational education and training (TVET) teachers. It is expected that existing TVET teachers will mentor the new teachers. However, teacher mentorship practices in Kenya's TVET sector are under researched, and it remains unclear what mentorship practices exist and how effective the practices are. This study therefore sought to investigate TVET teacher mentoring practices in Kenya and identify opportunities for ensuring effective and sustainable TVET teacher mentoring.Design/methodology/approachThe study adopted a concurrent mixed-methods approach, involving a questionnaire survey (170 participants) and semi-structured interviews (16 participants). Participants were drawn from six TVET institutes in Kenya's Nairobi Metropolitan Area. Thematic analysis of interview data was combined with descriptive and inferential analysis of the survey data to arrive at a combined set of findings.FindingsThe analysis of the data revealed that while TVET teachers value mentoring, mentoring practices are limited to basic introductions and incidental supportive dialogue between teachers. Moreover, guidelines to structure and guide mentoring are yet to be developed. New teachers are therefore not adequately mentored. It is recommended that administrators and teachers receive training on the use of effective mentoring practices and a policy framework to guide teacher mentorship be developed.Originality/valueThe study contributes to the understanding of TVET teacher mentoring in Kenya and identifies much needed interventions for ensuring effective mentoring of new TVET teachers.
{"title":"TVET teacher mentoring in Kenya: valued but poorly implemented","authors":"Moses Njenga","doi":"10.1108/ijmce-04-2022-0028","DOIUrl":"https://doi.org/10.1108/ijmce-04-2022-0028","url":null,"abstract":"PurposeIn line with the expansion of Kenya's vocational education sector, the Government of Kenya has recruited additional technical, vocational education and training (TVET) teachers. It is expected that existing TVET teachers will mentor the new teachers. However, teacher mentorship practices in Kenya's TVET sector are under researched, and it remains unclear what mentorship practices exist and how effective the practices are. This study therefore sought to investigate TVET teacher mentoring practices in Kenya and identify opportunities for ensuring effective and sustainable TVET teacher mentoring.Design/methodology/approachThe study adopted a concurrent mixed-methods approach, involving a questionnaire survey (170 participants) and semi-structured interviews (16 participants). Participants were drawn from six TVET institutes in Kenya's Nairobi Metropolitan Area. Thematic analysis of interview data was combined with descriptive and inferential analysis of the survey data to arrive at a combined set of findings.FindingsThe analysis of the data revealed that while TVET teachers value mentoring, mentoring practices are limited to basic introductions and incidental supportive dialogue between teachers. Moreover, guidelines to structure and guide mentoring are yet to be developed. New teachers are therefore not adequately mentored. It is recommended that administrators and teachers receive training on the use of effective mentoring practices and a policy framework to guide teacher mentorship be developed.Originality/valueThe study contributes to the understanding of TVET teacher mentoring in Kenya and identifies much needed interventions for ensuring effective mentoring of new TVET teachers.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41838098","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 : 2022-12-06DOI: 10.1108/ijmce-05-2022-0040
Timothy Gander, C. Dann
PurposeThis scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD) providers.Design/methodology/approachThe PRISMA framework guided the structure of the scoping review. Four leading educational database searches informed initial results. Peer review ensured that inclusion and exclusion requirements were rigorously followed. Two screenings, a hand search and snowballing found 20 relevant studies for review.FindingsBIE coaching is a cost-effective approach to support the development of teachers and pre-service teachers, with the potential to improve learner outcomes. Delivering coaching remotely yields the widest range of benefits for PLD providers. Technology issues persist; therefore, simple approaches work most effectively. There are opportunities to explore coaching attributes required for BIE coaching and how BIE feedback can differ from in-person feedback.Practical implicationsPLD should be based on available resources; however, it is possible to train participants to use BIE in a short amount of time. Pre-determined prompts should be co-constructed between the coach and the teacher. Prompts should be delivered within 3–5 s of the teaching behaviour and consist of positive, corrective, questioning and goal-orientated statements.Originality/valueThis is the first evidence-based review of BIE coaching that highlights effective practices in special education, general education and ITE. This review also explores how BIE coaching is used with teachers, which has not been covered in detail.
{"title":"Using bug-in-ear technology as a coaching technique: a scoping review","authors":"Timothy Gander, C. Dann","doi":"10.1108/ijmce-05-2022-0040","DOIUrl":"https://doi.org/10.1108/ijmce-05-2022-0040","url":null,"abstract":"PurposeThis scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD) providers.Design/methodology/approachThe PRISMA framework guided the structure of the scoping review. Four leading educational database searches informed initial results. Peer review ensured that inclusion and exclusion requirements were rigorously followed. Two screenings, a hand search and snowballing found 20 relevant studies for review.FindingsBIE coaching is a cost-effective approach to support the development of teachers and pre-service teachers, with the potential to improve learner outcomes. Delivering coaching remotely yields the widest range of benefits for PLD providers. Technology issues persist; therefore, simple approaches work most effectively. There are opportunities to explore coaching attributes required for BIE coaching and how BIE feedback can differ from in-person feedback.Practical implicationsPLD should be based on available resources; however, it is possible to train participants to use BIE in a short amount of time. Pre-determined prompts should be co-constructed between the coach and the teacher. Prompts should be delivered within 3–5 s of the teaching behaviour and consist of positive, corrective, questioning and goal-orientated statements.Originality/valueThis is the first evidence-based review of BIE coaching that highlights effective practices in special education, general education and ITE. This review also explores how BIE coaching is used with teachers, which has not been covered in detail.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44743809","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 : 2022-12-06DOI: 10.1108/ijmce-05-2022-0034
Fadzliyati Kamarudin, Donnie Adams
PurposeMentoring is a crucial aspect of leadership development. However, the knowledge base about mentoring with regard to student leadership development is still emerging and has yet to be explored in depth. Thus, this paper explores college directors' mentorship, as a form of faculty mentoring, in developing students' leadership in Malaysia.Design/methodology/approachA qualitative research design was utilized, by which semi-structured interviews were used to collect data from four college directors. Data were analyzed and coded using ATLAS.ti 9.FindingsThe findings provide new insights into how college directors mentor students to develop them as leaders. Specifically, the findings show that directors, as transformational leaders, can play a significant mentoring function in enhancing students' leadership via role-modeling for students to accumulate leadership-related knowledge and skills.Research limitations/implicationsThis study centered on the role of college directors who are transformational leaders, mentoring with authority, vision and role-modeling for student leaders' leadership development.Originality/valueThe study offers empirical evidence about the significance of college directors' mentorship in enhancing student leadership in Malaysia.
{"title":"Mentoring leaders of tomorrow: insights on the role of college directors","authors":"Fadzliyati Kamarudin, Donnie Adams","doi":"10.1108/ijmce-05-2022-0034","DOIUrl":"https://doi.org/10.1108/ijmce-05-2022-0034","url":null,"abstract":"PurposeMentoring is a crucial aspect of leadership development. However, the knowledge base about mentoring with regard to student leadership development is still emerging and has yet to be explored in depth. Thus, this paper explores college directors' mentorship, as a form of faculty mentoring, in developing students' leadership in Malaysia.Design/methodology/approachA qualitative research design was utilized, by which semi-structured interviews were used to collect data from four college directors. Data were analyzed and coded using ATLAS.ti 9.FindingsThe findings provide new insights into how college directors mentor students to develop them as leaders. Specifically, the findings show that directors, as transformational leaders, can play a significant mentoring function in enhancing students' leadership via role-modeling for students to accumulate leadership-related knowledge and skills.Research limitations/implicationsThis study centered on the role of college directors who are transformational leaders, mentoring with authority, vision and role-modeling for student leaders' leadership development.Originality/valueThe study offers empirical evidence about the significance of college directors' mentorship in enhancing student leadership in Malaysia.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41558524","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 : 2022-11-29DOI: 10.1108/ijmce-07-2021-0075
A. Serafini, S. Calderone, Maritza Lozano, Melissa A. Martinez
PurposeThe study examines the benefits and potential challenges of the mentoring circle as an innovative approach to mentoring among four cisgendered women faculty situated at 4-year universities in various geographic locations in the United States.Design/methodology/approachUtilizing collaborative autoethnography, we ask: How can mentoring circles be beneficial for diverse early- and mid-career faculty women in higher education? Given our varying positionalities and the development of our sustained mentoring relationships, we drew on the concepts of intersectionality and sisterhood as a framework to understand our individual and collective experiences in the circle. Through a collaborative autoethnographic design, we examined data from four 3-h online video reflective discussions as well as relevant documents and communication, such as emails and texts.FindingsThe power dynamics within the circle, fluidity of its borders and how it provided us with a unique ability to read the world contributed to a sense of community and empowerment that were key factors to the circle's success. We created an inclusive space with a defined purpose where trust, authenticity, reciprocity and the expectation for vulnerability served as the solid foundation for relationships. We became sources of holistic support, sharing advice and resources to support our growth as teachers, scholars and community members within our field and beyond.Originality/valueOur mentoring circle disrupts conventional mentoring structures and highlights the power of a sustainable circle among diverse women faculty rooted in adaptive, flexible and responsive relationships.
{"title":"A critical safe, supportive space: a collaborative autoethnography of a woman's academic mentoring circle","authors":"A. Serafini, S. Calderone, Maritza Lozano, Melissa A. Martinez","doi":"10.1108/ijmce-07-2021-0075","DOIUrl":"https://doi.org/10.1108/ijmce-07-2021-0075","url":null,"abstract":"PurposeThe study examines the benefits and potential challenges of the mentoring circle as an innovative approach to mentoring among four cisgendered women faculty situated at 4-year universities in various geographic locations in the United States.Design/methodology/approachUtilizing collaborative autoethnography, we ask: How can mentoring circles be beneficial for diverse early- and mid-career faculty women in higher education? Given our varying positionalities and the development of our sustained mentoring relationships, we drew on the concepts of intersectionality and sisterhood as a framework to understand our individual and collective experiences in the circle. Through a collaborative autoethnographic design, we examined data from four 3-h online video reflective discussions as well as relevant documents and communication, such as emails and texts.FindingsThe power dynamics within the circle, fluidity of its borders and how it provided us with a unique ability to read the world contributed to a sense of community and empowerment that were key factors to the circle's success. We created an inclusive space with a defined purpose where trust, authenticity, reciprocity and the expectation for vulnerability served as the solid foundation for relationships. We became sources of holistic support, sharing advice and resources to support our growth as teachers, scholars and community members within our field and beyond.Originality/valueOur mentoring circle disrupts conventional mentoring structures and highlights the power of a sustainable circle among diverse women faculty rooted in adaptive, flexible and responsive relationships.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397386","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 : 2022-10-20DOI: 10.1108/ijmce-01-2022-0004
Melissa Cain, Danika Rhiannon Blackstock, Melissa Fanshawe, M. Sukhai, Ainsley R. Latour
PurposeThe purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a conceptual framework for developing mentoring opportunities for young people with BLV.Design/methodology/approachExperiences of formal and informal mentorship were gathered within two distinct groups: adolescents with BLV in Australia and young adults with BLV in Canada. Qualitative data were collected from semi-structured individualized interviews regarding the experiences, understanding, and valuing of mentorship within these groups.FindingsResults indicate the importance of informal role models and formal mentors within the lives of participants and how these become more refined and specific over time. Australian students valued role models as examples of success and inspiration for their own goals. Canadian mentees desired mentors as examples of personal lived experiences and providers of career-specific advice.Originality/valueThe study is original in its focus on the role of mentors for young people with blindness or low vision.
{"title":"The role and place of mentorship for young people with blindness and low vision in educational contexts","authors":"Melissa Cain, Danika Rhiannon Blackstock, Melissa Fanshawe, M. Sukhai, Ainsley R. Latour","doi":"10.1108/ijmce-01-2022-0004","DOIUrl":"https://doi.org/10.1108/ijmce-01-2022-0004","url":null,"abstract":"PurposeThe purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a conceptual framework for developing mentoring opportunities for young people with BLV.Design/methodology/approachExperiences of formal and informal mentorship were gathered within two distinct groups: adolescents with BLV in Australia and young adults with BLV in Canada. Qualitative data were collected from semi-structured individualized interviews regarding the experiences, understanding, and valuing of mentorship within these groups.FindingsResults indicate the importance of informal role models and formal mentors within the lives of participants and how these become more refined and specific over time. Australian students valued role models as examples of success and inspiration for their own goals. Canadian mentees desired mentors as examples of personal lived experiences and providers of career-specific advice.Originality/valueThe study is original in its focus on the role of mentors for young people with blindness or low vision.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49436026","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 : 2022-10-11DOI: 10.1108/ijmce-04-2022-0023
Rinat Arviv Elyashiv, Michal Levi-Keren
PurposeThe present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach. The study examined mentoring perceptions among mentors. More specifically, the study investigated how mentors perceive the incubator and how mentors view the support provided to beginning teachers, as well as the contribution mentoring makes to fostering mentors' own sense of efficacy and professional development. These aspects were examined in comparison to the traditional dyadic model.Design/methodology/approachThe study is based on quantitative and qualitative methods. In the quantitative study, 92 mentors working in incubators and 382 mentors working in a traditional dyadic setting responded to a self-report questionnaire. In the qualitative study, 28 mentors who were part of an incubator were interviewed.FindingsThe research findings indicate that the incubators create a dual effect of development and constitute a mantle of support that impacts the mentoring process, positions that as a dialogic–communal process and at the same time contributes to the professional development of both the beginning teachers and mentors.Originality/valueThe paper discusses the theoretical and practical contribution of the incubators as a new model for inducting beginning teachers into the profession.
{"title":"The incubator: an innovative approach to professional development for beginning teachers and mentors","authors":"Rinat Arviv Elyashiv, Michal Levi-Keren","doi":"10.1108/ijmce-04-2022-0023","DOIUrl":"https://doi.org/10.1108/ijmce-04-2022-0023","url":null,"abstract":"PurposeThe present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach. The study examined mentoring perceptions among mentors. More specifically, the study investigated how mentors perceive the incubator and how mentors view the support provided to beginning teachers, as well as the contribution mentoring makes to fostering mentors' own sense of efficacy and professional development. These aspects were examined in comparison to the traditional dyadic model.Design/methodology/approachThe study is based on quantitative and qualitative methods. In the quantitative study, 92 mentors working in incubators and 382 mentors working in a traditional dyadic setting responded to a self-report questionnaire. In the qualitative study, 28 mentors who were part of an incubator were interviewed.FindingsThe research findings indicate that the incubators create a dual effect of development and constitute a mantle of support that impacts the mentoring process, positions that as a dialogic–communal process and at the same time contributes to the professional development of both the beginning teachers and mentors.Originality/valueThe paper discusses the theoretical and practical contribution of the incubators as a new model for inducting beginning teachers into the profession.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47361875","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 : 2022-09-20DOI: 10.1108/ijmce-12-2021-0114
Cheryl L. Burleigh, M. Kroposki, Patricia B. Steele, Sherry D. Smith, Dara Murray
PurposeThe purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.Design/methodology/approachThe authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.FindingsThrough this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.Practical implicationsDeveloping coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.Originality/valueThis is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.
{"title":"Coaching and teaching performance in higher education: a literature review","authors":"Cheryl L. Burleigh, M. Kroposki, Patricia B. Steele, Sherry D. Smith, Dara Murray","doi":"10.1108/ijmce-12-2021-0114","DOIUrl":"https://doi.org/10.1108/ijmce-12-2021-0114","url":null,"abstract":"PurposeThe purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.Design/methodology/approachThe authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.FindingsThrough this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.Practical implicationsDeveloping coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.Originality/valueThis is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44084176","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 : 2022-09-19DOI: 10.1108/ijmce-12-2021-0111
Lindsay Stoetzel, Sandra Taylor-Marshall
PurposeAcross K–12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student achievement. Yet, coaching models differ in how to conceptualize change or transformation as a result of coaching efforts.Design/methodology/approachThis case study problematizes the concept of change within one practice-based coaching program, by positing the possibilities of striving for transformational change directed at addressing educational inequities.FindingsQualitative methods reveal how coaching belief statements guide the burgeoning identities of beginning coaches to align to (and at times extend beyond) coaching for change through the lens of teacher practice.Practical implicationsImplications describe ways that coaching programs might utilize reflection and analysis activities to foster more equity-oriented coaching identities, regardless of coaching model.Originality/valueDesigning and facilitating authentic learning opportunities for coaches to reflect, rehearse, connect, and apply knowledge to practice as they develop their own understanding of what it means to coach for change is crucial.
{"title":"Coaching for change: redefining the concept of change within a practice-based coaching model","authors":"Lindsay Stoetzel, Sandra Taylor-Marshall","doi":"10.1108/ijmce-12-2021-0111","DOIUrl":"https://doi.org/10.1108/ijmce-12-2021-0111","url":null,"abstract":"PurposeAcross K–12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student achievement. Yet, coaching models differ in how to conceptualize change or transformation as a result of coaching efforts.Design/methodology/approachThis case study problematizes the concept of change within one practice-based coaching program, by positing the possibilities of striving for transformational change directed at addressing educational inequities.FindingsQualitative methods reveal how coaching belief statements guide the burgeoning identities of beginning coaches to align to (and at times extend beyond) coaching for change through the lens of teacher practice.Practical implicationsImplications describe ways that coaching programs might utilize reflection and analysis activities to foster more equity-oriented coaching identities, regardless of coaching model.Originality/valueDesigning and facilitating authentic learning opportunities for coaches to reflect, rehearse, connect, and apply knowledge to practice as they develop their own understanding of what it means to coach for change is crucial.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42188542","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 : 2022-09-16DOI: 10.1108/ijmce-11-2021-0102
Samantha Hope, L. Abrams, David T. Marshall
PurposeTeacher 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.Design/methodology/approachThis 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.FindingsFindings 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.Practical implicationsIn-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.Originality/valueMuch 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.
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