Publication
Coaching and Mentoring in Teacher Professional Development
| Summary: | Growing focus on teacher professional development (TPD) and its role in improving both teacher knowledge and teaching practices has raised questions as to what constitutes best policy for the continued training of teachers. Research in this area indicates that coaching and mentoring have established an increasingly important role in the development of sustainable and effective teacher training programs. TPD initiatives of longer duration using embedded instructional coaches are proving to have positive impacts on teacher knowledge and mastery of content. However, ongoing studies in the field are as of yet inconclusive as to whether these have a corresponding impact on student achievement. Given the current state of research, this paper proposes to examine TPD and coaching practices through the lens of a case study where a training initiative for English teachers in primary schools was undertaken by the Malaysian Ministry of Education. |
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| Main Authors: | Stewart, Kurtis S. |
| Subject: | teacher professional development coaching instructional coaching mentoring TELF |
| Year: | 2020 |
| Country: | Portugal |
| Document type: | report |
| Access type: | restricted access |
| Associated institution: | Instituto Politécnico do Porto |
| Language: | English |
| Origin: | Repositório Científico do Instituto Politécnico do Porto |
| Summary: | Growing focus on teacher professional development (TPD) and its role in improving both teacher knowledge and teaching practices has raised questions as to what constitutes best policy for the continued training of teachers. Research in this area indicates that coaching and mentoring have established an increasingly important role in the development of sustainable and effective teacher training programs. TPD initiatives of longer duration using embedded instructional coaches are proving to have positive impacts on teacher knowledge and mastery of content. However, ongoing studies in the field are as of yet inconclusive as to whether these have a corresponding impact on student achievement. Given the current state of research, this paper proposes to examine TPD and coaching practices through the lens of a case study where a training initiative for English teachers in primary schools was undertaken by the Malaysian Ministry of Education. |
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