Exploring Mentoring and Coaching in Teacher Professional Development
Document information
| Author | H Lewis |
| School | Leeds Beckett University |
| Major | Education |
| Year of publication | 2019 |
| Place | Stavanger |
| Document type | conference or workshop item |
| Language | English |
| Number of pages | 33 |
| Format | |
| Size | 2.68 MB |
- Mentoring
- Professional Learning
- Teacher Education
Summary
I. Introduction to Mentoring and Coaching
The document explores the roles and responsibilities of mentoring and coaching in teacher professional development. It emphasizes the importance of collaborative dialogue as a means to enhance professional learning throughout teachers' career paths. The authors argue that effective mentoring and coaching can significantly impact teacher identity and pedagogical practices. They highlight the need for a supportive environment where teachers can engage in reflective practices. This section sets the stage for understanding how mentoring and coaching can facilitate professional growth and address the challenges faced by educators.
1.1 Importance of Collaborative Dialogue
Collaborative dialogue is presented as a critical component in the mentoring process. The authors note that it fosters a sense of community among educators, allowing them to share experiences and strategies. This dialogue not only supports individual growth but also contributes to the collective development of teaching practices. The document cites examples from various educational contexts, illustrating how collaborative dialogue can lead to improved teaching outcomes and a deeper understanding of pedagogical approaches.
II. Teacher Training Practices
The document examines teacher training practices in different cultural contexts, particularly in the UK and Japan. It discusses how these practices shape the experiences of trainee teachers. In the UK, trainees often work solo, which can lead to feelings of isolation. Conversely, Japanese trainees are integrated into a community of practice, which enhances their learning experience. The authors argue that these differing approaches highlight the need for a balanced focus on both subject knowledge and pedagogical skills. The significance of these training practices lies in their potential to influence teacher retention and effectiveness.
2.1 Challenges in Teacher Training
The document identifies several challenges faced by trainee teachers, including the pressure to perform independently and the struggle to establish their identity as educators. The authors provide insights into how these challenges can affect teacher confidence and retention rates. They emphasize the importance of mentorship in navigating these challenges, suggesting that effective mentoring can help trainees develop a stronger sense of self-efficacy and professional identity.
III. Research Findings on Mentoring
The research findings presented in the document reveal the complexities of the mentoring relationship. The authors discuss the tensions that can arise between mentors and mentees, particularly regarding expectations and feedback. They highlight the importance of clear communication and mutual understanding in fostering a productive mentoring relationship. The findings underscore the need for mentors to adapt their approaches based on the individual needs of their mentees, ensuring that the mentoring process is both supportive and challenging.
3.1 Opportunities for Professional Growth
Despite the challenges, the document emphasizes the opportunities that mentoring provides for professional growth. The authors argue that effective mentoring can lead to increased confidence and a greater sense of belonging within the teaching community. They provide examples of successful mentoring practices that have resulted in positive outcomes for both mentors and mentees. This section highlights the transformative potential of mentoring in shaping the future of education.