Coaching and mentoring in education

 

Emerald and SDGs
An Emerald mission in support of the UN Sustainable Development Goals

Effective coaching and mentoring has an important role within an education context; it can improve student and staff performance and make a direct contribution to a person’s learning and development.

This mission highlights cutting-edge research, theoretical accounts, and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities.

Join us in our mission to learn how, in partnership with some of our authors and experts from the community, we’ve been exploring this subject.

We’re inviting authors to publish with us in the field of education, so if you are working on an article, have an idea for a book or policy brief, or would like to contribute a blog or commentary then we’d love to hear from you.

This mission supports our quality education for all goal

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Call for series proposals!

If you have a proposal for a book series that explores the topic of coaching and mentoring in education, we’d love to hear from you!
 

Please get in touch with Commissioning Editor Kirsty Woods.

Section 4

Additional information


 

Infographic

The use of digital tools in mentoring preservice teachers

How do digital and discursive tools contribute to mentoring conversations?

View the infographic to find out more (PDF)

Article: Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise

Journal: International Journal of Mentoring and Coaching in Education

The use of digital tools in mentoring preservice teachers

The quality of conversations between preservice teachers (PTs) and their mentors during mentoring has an impact on PTs’ reported satisfaction with mentoring, development of teaching skills, professional development, and learning

How do digital and discursive tools contribute to mentoring conversations?

  • 12 participants (5 mentors and 7 PTs)
  • School-based mentoring using tools
  • Interviews on experiences of using tools in mentoring conversations
  • Thematic analysis of responses

Three new tools were incorporated into school-based mentoring

  • Decision simulator to understand PTs’ preferred teaching style
  • Compilation of PTs’ self-report and feedback from PTs’ pupils
  • Video clips of PTs’ planned teaching session

Mentors perceived three main changes in mentoring conversations

  • Shift from established routines makes mentoring demanding and time-consuming
  • Tools served as conversation starters and made PTs active drivers of conversation
  • Information provided by the tools made conversations richer and more targeted

PTs perceived that the tools brought about three main changes in mentoring conversations

  • Making preparation phase and mentoring conversations more structured
  • Facilitating discussions on one’s own professional development during the conversations
  • Providing a fresh perspective of how one conducts oneself in class or performs classroom management

Although initially time-consuming, mentoring conversations supported by digital and discursive tools facilitate reflection and foster the development of adaptive expertise in PTs and mentors.

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