International Journal of Mentoring and Coaching in Education: Volume 11 Issue 3

Co-teaching as an opportunity for mentor teacher professional growth

Katya Karathanos-Aguilar, Lara Ervin-Kassab

A growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has focused…

“Should we get support or just guidelines?” (self) assessment on mentoring of early childhood education students

Adrijana Visnjic Jevtic, Edita Rogulj

The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine…

Virtual mentoring and coaching for school leaders participating in virtual professional learning communities

Beverly J. Irby, Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett, Yingying Zhao

This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within…

The implementation of teacher coaching across eight New Zealand schools in a Kāhui Ako/Community of learning: a multiple case study

Paul Nathan Bennett

The purpose of this study was to explore how teacher coaching was implemented across eight schools.

Examining coaches’ feedback to preservice teacher candidates on a core practice

Anne Henry Cash, Hilary Dack, William Leach

For preservice teacher candidates (PSTs), receiving feedback on core practices is an important component in supporting the development of their practice. However, coaches are…

The perceived benefits of instructional coaching for teachers

Jennifer Marie Warnock, Monica Gibson-Sweet, Christian J. van Nieuwerburgh

Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes…