International Journal of Mentoring and Coaching in Education: Volume 11 Issue 1

Extending the research agenda on (ethical) coaching and mentoring in education: embracing mutuality and prioritising well-being

Andrew J. Hobson, Christian J. van Nieuwerburgh

The purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10…

Literacy instructional coaching for inservice teachers through a community-engaged partnership

Tala Michelle Karkar Esperat

The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving…

Experiencing the future: preservice teacher perceptions of the solution-focused brief coaching approach

Carol P. McNulty, LeAnne Ward Smith

The purpose of this study was to describe teacher candidate perceptions of the influence of solution-focused brief coaching (SFBC) sessions on movement toward self-identified…

An exploration of challenges and support when coaches model instruction for teachers

Evthokia Stephanie Saclarides

Modeling is a potentially productive activity in which coaches can engage teachers to support teaching and learning (Gibbons and Cobb, 2017). Yet, there is a lack of empirical…

Pedagogical mentoring in Chilean schools: an innovative approach to teachers' professional learning

Soraya Sablo Sutton, Carolina Cuéllar, María Paz González, María Jesús Espinosa

The purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM…

Coaching: an approach for leadership development in the Singapore education system

Zoe Suan Loy Boon

This paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of…

Theorizing about components of teacher professional development: supports and barriers

Richelle Marynowski, Amber Darroch, Asta Gregory, Molly James

This paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural…

Perceptions, reality and semantics: exploring perceptions of coaching and academic advising as distinct roles

Alicia Sepulveda, Matthew Birnbaum

Coaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider…