Abstract
This article investigates the literature on mentoring and coaching and the embeddedness of these in wider fields which are referred as 'professional development' and 'teacher learning'. It concentrates on education but also considers selected work from other professions to provide a comparative perspective on the education material. There are clearly identifiable similarities across all of the literature reviewed, despite different lexicons. The review also identifies what appears to be recurrent theoretical and research issues and difficulties in the mentoring and coaching and professional development literatures. These have prima facie relevance for the teacher professional development projects and activities currently being underway by education jurisdictions across the globe. They are summarised at the end of the article.
Highlights
In each layer of contemporary education, governments, industry spokes people, parent groups, commentators and students call for accountability and transparency
The major focus is on teachers and the improvement of the quality of teaching
Visibility, exposure, coaching, protection, and challenging assignments while the psychosocial includes role-modelling, friendship, counselling, acceptance and confirmation. While categories such as 'coaching' are identified as discrete entities, the term 'mentoring' fuses them into a single superordinate concept. These two areas of support, mentoring and coaching, are fundamental in school settings where professional development is inextricably linked with the personal history of the individual teachers involved
Summary
This article investigates the literature on mentoring and coaching and the embeddedness of these in wider fields which are referred as 'professional development' and 'teacher learning'. It concentrates on education and considers selected work from other professions to provide a comparative perspective on the education material. The review identifies what appears to be recurrent theoretical and research issues and difficulties in the mentoring and coaching and professional development literatures. These have prima facie relevance for the teacher professional development projects and activities currently being underway by education jurisdictions across the globe.
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