Table of contents
Duoethnography: a mechanism for higher education faculty mentoring
Daniel A. DeCino, Molly M. StrearNew faculty often encounters myriad professional and personal challenges during their first year of employment. In order to foster connection, support and critical dialogue…
Asking the right questions: An exploration into the introduction of co-coaching within initial teacher science education
Karen BlackmoreThe purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE…
Triadic mentoring in early childhood teacher education: the role of relational agency
Aya Ben-Harush, Lily Orland-BarakCurrent approaches to early childhood teacher education have moved from a view of student–teacher training as interactions involving one novice and one expert, to a process that…
Learning formative assessment in the field: Analysis of reflective conversations between preservice teachers and their classroom mentors
Su Gao, Katrina Liu, Marilyn McKinneyIt is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal…
The developmental needs of coaches and coachees: A meta-synthesis of IJMCE Volumes 1–7
Christine Angela EastmanThe purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education…
ISSN:
2046-6854Online date, start – end:
2012Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditor:
- Prof Andrew Hobson