Mentoring and Coaching in Schools
Professional Learning through Collaborative Inquiry
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education, Leadership
| Author: | Suzanne Burley, Cathy Pomphrey | ISBN: | 9781136760136 |
| Publisher: | Taylor and Francis | Publication: | March 25, 2011 |
| Imprint: | Routledge | Language: | English |
| Author: | Suzanne Burley, Cathy Pomphrey |
| ISBN: | 9781136760136 |
| Publisher: | Taylor and Francis |
| Publication: | March 25, 2011 |
| Imprint: | Routledge |
| Language: | English |
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 centred on a process of critical inquiry and shows teachers how they can use this model to carry out their own collaborative inquiries. Features include:
- reflective questions, guidelines, task and templates to help collect evidence and evaluate inquiries
- detailed case studies focusing on teachers at different stages in their career
- practical guidance on carrying out practitioner inquiry and research
- 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.
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 centred on a process of critical inquiry and shows teachers how they can use this model to carry out their own collaborative inquiries. Features include:
- reflective questions, guidelines, task and templates to help collect evidence and evaluate inquiries
- detailed case studies focusing on teachers at different stages in their career
- practical guidance on carrying out practitioner inquiry and research
- 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.
