International Journal of Mentoring and Coaching in Education: Volume 9 Issue 2

Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England: What lessons can be learned from inter-professional comparison?

Lee Jerome, Victoria Brook

In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through…

The work of early childhood coaches in one US state

Amy Hnasko

This paper discusses the findings of a mixed-methods study of early childhood instructional coaches employed in state-funded preschool (aged three and four years) programs in the…

Using critical discourse analysis to reflect on collaborative professional learning

Carolyn S. Hunt, Deborah MacPhee

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers…

Mentors' approach to practicum mentoring in the Spanish and Thai contexts: a two-cohort comparison using the Mentoring Profile Inventory

Juanjo Mena, Chatree Faikhamta, Anthony Clarke

The purpose of this study was to better understand the work of mentors or cooperating teachers (CTs) in Spain and Thailand, by comparing how mentors in both contexts conceive of…

Architecture of innovative internship coaching models within US principal preparation programs

Kimberly Kappler-Hewitt, Heidi Von Dohlen, Jess Weiler, Bonnie Fusarelli, Barbara Zwadyk

The purpose of this study was to examine the architecture of internship coaching models from five innovative principal preparation programs in the Southeastern region of the USA…

Associate teachers' learning networks: a figurational analysis of initial teacher education

Luke Jones, Steven Tones, Gethin Foulkes

The aim of this paper is to use the lens of figurational sociology to analyse the learning networks of physical education (PE) associate teachers (ATs) in England. More…