Mentoring and Coaching through Induction to Develop Reflective Practices in Beginning Teachers

Bell, Julie; Wilcoxen, Chris; Steiner, Amanda

doi:10.1080/1547688x.2022.2104982

Cited by 3 publications

(1 citation statement)

References 39 publications

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“…Additionally, supervision such as the kind offered by NFOs that incorporates elements of mentorship and coaching (demonstrations, dialogue, discussion, fair and consistent decision, questioning, reciprocity, reflection, respectful corrective feedback) attracts benefits for both supervisees and supervisors (Bell et al, 2022;Schwan et al, 2020;Semple-McBean & Creighton, 2018;Wold et al, 2023).…”

Section: Justifying Investment In Supervisionmentioning

confidence: 99%

Supervision Encounters “That Are Not So Nice”: Experiences of Teachers in Guyana

Semple-McBean,

Drakes,

Peters

2024

JEL

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Expected positive outcomes of teacher supervision in Guyana are not always achieved. This qualitative study explores forces that may be hindering desirable outcomes of supervision provided by Nursery Field Officers (NFOs) and is intended to be an attempt to improve practice. Through thematic analysis of interviews with 30 teachers, five critical areas of undesirable encounters were discovered. These encounters were framed as fault-finding, controlling and mechanically oriented, unproductive, emotionally unsettling, and disruptive. Caution about the danger of identification of pedagogical weaknesses in the absence of accompanying solutions and recommendations is flagged, and remedial strategies are identified. The findings reframe, reinforce, and complement existing knowledge about educational supervision, serve to chronicle Guyanese teachers’ experiences with the supervision of NFOs, and might be informative to professional development programs that rely on supervision to sustain pedagogical growth. Program providers and other stakeholders might find the teachers’ experiences a reference point to consider critical issues regarding the quality of and approach to supervision.

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Section: Justifying Investment In Supervisionmentioning

confidence: 99%

Supervision Encounters “That Are Not So Nice”: Experiences of Teachers in Guyana

Semple-McBean,

Drakes,

Peters

2024

JEL

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Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors

Habiyaremye,

Ntivuguruzwa,

Ntawiha

2024

Educ Inf Technol

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Coaching and Educational Leadership Development

Tsarkos

2024

Navigating the Coaching and Leadership Landscape

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Educational leadership has never been more crucial in our rapidly changing world. As institutions grapple with shifting pedagogies, technological integration, and societal demands, leaders who are both adaptable and visionary become essential. While academic qualifications provide leaders with foundational knowledge, it is coaching that truly hones their practical skills and emotional intelligence. This chapter delves into the significance of coaching in educational leadership development, highlighting its benefits, models, approaches, and the transformation it brings in budding and experienced leaders alike. Further, it discusses challenges in coaching strategies for educational leadership, provides solutions for both budding and seasoned leaders, and anticipates transformative trends in digital, holistic, and global coaching models.

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Mentoring and Coaching through Induction to Develop Reflective Practices in Beginning Teachers

Cited by 3 publications

References 39 publications

Supervision Encounters “That Are Not So Nice”: Experiences of Teachers in Guyana

Supervision Encounters “That Are Not So Nice”: Experiences of Teachers in Guyana

Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors

Coaching and Educational Leadership Development

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