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ERIC Number: ED520381
Record Type: Non-Journal
Publication Date: 2011-Mar-25
Pages: 152
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-4155-6361-1
ISSN: N/A
Mentoring and Coaching in Schools: Professional Learning through Collaborative Inquiry
Burley, Suzanne; Pomphrey, Cathy
Routledge, Taylor & Francis Group
Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner inquiry within mentoring and coaching relationships in schools results in professional learning which is both transformative and empowering for teachers. The book sets out a new model for mentoring and coaching which is centered on a process of critical inquiry and shows teachers how they can use this model to carry out their own collaborative inquiries. Features include: (1) reflective questions, guidelines, task and templates to help collect evidence and evaluate inquiries; (2) detailed case studies focusing on teachers at different stages in their career; (3) practical guidance on carrying out practitioner inquiry and research; and (4) an analysis of learning outcomes resulting from different coaching and mentoring relationships. This timely text will be valuable reading for coaches and mentors in secondary schools, teachers undertaking continuing professional development and students on coaching and mentoring courses. Following an introduction, the table of contents contains the following chapters: (1) Using this book to develop professional learning through mentoring and coaching; (2) Dimensions of professional learning; (3) Mentoring and Coaching: A platform for professional learning; (4) Practitioner Inquiry for professional learning in mentoring and coaching; (5) Inquiring into the nature of mentoring and coaching through collaboration: (6) Inquiring into mentoring and coaching in a range of professional contexts; (7) Inquiring into one to one mentoring and coaching collaborations within the school context; (8) Inquiring into wider mentoring and coaching collaborations within the school context; and (9) A new perspective: mentoring and coaching as collaborative professional inquiry. A Bibliography is included.
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Publication Type: Books; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education; Secondary Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A