NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers1
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing all 15 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Jadelyn Abbott; Katherine Landau Wright; Hannah Carter – International Journal of Mentoring and Coaching in Education, 2024
Purpose: The purpose of this study was to identify if and how K-6 teachers perceive that their literacy instructional coaches influence their writing teaching. Design/methodology/approach: The authors employed a parallel convergent mixed-methods design with survey data. The authors used thematic analysis to identify patterns within short-answer…
Descriptors: Elementary School Teachers, Writing Instruction, Teacher Education, Coaching (Performance)
Peer reviewed Peer reviewed
Direct linkDirect link
Orna Schatz Oppenheimer; Judy Goldenberg – International Journal of Mentoring and Coaching in Education, 2024
Purpose: This article aims to present a unique dimension to mentor studies in that unlike most research that focuses on the novice-teachers-mentee, this study explores the influence of mentoring on the mentors themselves. Two main questions were examined: "Which components of mentoring influence the mentors' professional development?"…
Descriptors: Mentors, Experienced Teachers, Beginning Teachers, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Ji Hyun Oh; Jennifer A. Tygret; Sylvia L. Mendez – International Journal of Mentoring and Coaching in Education, 2024
Purpose: This instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program. Design/methodology/approach: The study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Scandura (1999). The participating mentor…
Descriptors: Mentors, Teacher Education Programs, Program Effectiveness, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Saclarides, Evthokia – International Journal of Mentoring and Coaching in Education, 2023
Purpose: Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better…
Descriptors: Coaching (Performance), Team Teaching, Barriers, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Cabezas, Verónica; Pereira, Sebastián; Figueroa, Catalina; Straub, Camila – International Journal of Mentoring and Coaching in Education, 2023
Purpose: The purpose of this study is to describe the perceptions of participants regarding a blended learning training course in Chile (and its e-learning adaptation due to the COVID-19 pandemic) for mentor teachers (MTs). The MT learns theoretical elements of mentoring and in parallel accompanies a newly qualified teacher while receiving support…
Descriptors: Teacher Attitudes, Blended Learning, Mentors, Training
Peer reviewed Peer reviewed
Direct linkDirect link
Gallagher, Tiffany L.; Grierson, Arlene; Susin, Catherine A. – International Journal of Mentoring and Coaching in Education, 2023
Purpose: This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher. Design/methodology/approach: Technology coaches from different…
Descriptors: Faculty Development, Coaching (Performance), STEM Education, Electronic Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Dreer-Goethe, Benjamin – International Journal of Mentoring and Coaching in Education, 2023
Purpose: Mentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the…
Descriptors: Well Being, Mentors, Preservice Teacher Education, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Mellon, Conor – International Journal of Mentoring and Coaching in Education, 2023
Purpose: Mentoring processes and relationships can prove crucial to teachers in the initial phases of the teacher education continuum. Limited research exists regarding mentoring in further education and training (FET) in Ireland. This paper attempts to address this gap, illuminating and unpacking the "mentoring stories" of five teachers…
Descriptors: Foreign Countries, Student Teachers, Novices, Adult Education
Peer reviewed Peer reviewed
Direct linkDirect link
Hunskaar, Tove Seiness; Gudmundsdottir, Greta Björk – International Journal of Mentoring and Coaching in Education, 2023
Purpose: This paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum. Design/methodology/approach: This study performed a thematic analysis of 12 interviews (5 with mentors and 7…
Descriptors: Mentors, Teacher Education Programs, Preservice Teachers, Student Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Marynowski, Richelle; Darroch, Amber; Gregory, Asta; James, Molly – International Journal of Mentoring and Coaching in Education, 2022
Purpose: 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 school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a…
Descriptors: Faculty Development, Barriers, Foreign Countries, Rural Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Sargent, Julia; Rienties, Bart – International Journal of Mentoring and Coaching in Education, 2022
Purpose: Mentoring can be an important source of support, particularly for those who are in the early stages of their career in academia. Drawing upon data from a larger study, the authors investigated opportunities for mentorship, factors that hinder or support mentorship and the value of mentorship from the perspective of early career academics…
Descriptors: Mentors, Beginning Teachers, College Faculty, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Sablo Sutton, Soraya; Cuéllar, Carolina; González, María Paz; Espinosa, María Jesús – International Journal of Mentoring and Coaching in Education, 2022
Purpose: The purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM) within the Chilean school context. Design/methodology/approach: This study employed a qualitative methods approach, utilizing an instrumental case study. As the…
Descriptors: Foreign Countries, Faculty Development, Mentors, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Saclarides, Evthokia Stephanie – International Journal of Mentoring and Coaching in Education, 2022
Purpose: 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 research that describes how coaches can productively implement this activity with teachers. The overarching purpose of this study was to explore the challenges and…
Descriptors: Barriers, Coaching (Performance), Modeling (Psychology), Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Hope, Samantha T.; Abrams, Lisa M.; Marshall, David T. – International Journal of Mentoring and Coaching in Education, 2022
Purpose: Teacher 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…
Descriptors: Teacher Interns, Cooperating Teachers, Inservice Teacher Education, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Karathanos-Aguilar, Katya; Ervin-Kassab, Lara – International Journal of Mentoring and Coaching in Education, 2022
Purpose: 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 primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development.…
Descriptors: Team Teaching, Cooperating Teachers, Faculty Development, Preservice Teacher Education