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Article
Publication date: 4 May 2012

Jeanne Lonergan, Geraldine Mooney Simmie and Joanne Moles

The purpose of this paper is to share findings from a Master's study exploring teacher professional learning needs with the purpose of elucidating the needs of teachers, and…

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Abstract

Purpose

The purpose of this paper is to share findings from a Master's study exploring teacher professional learning needs with the purpose of elucidating the needs of teachers, and mentor teachers, within the school cultural context in the Republic of Ireland. This study coincides with a relentless neo‐liberal drive to outsource most of what was traditionally seen as state investment across all public services, including education.

Design/methodology/approach

The research methodology is a small scale qualitative research study exploring the perceptions of experienced teachers in two secondary schools. It examines the conditions which may account for different levels of engagement in this regard.

Findings

The key findings show very different levels of engagement in school based teacher professional learning in the two secondary schools.

Research limitations/implications

These findings have serious implications for the type of whole school mentoring that needs to be offered within schools at a time when policymakers are mandating teacher professional learning and requiring the development of critical reasoning capacities for all pupils in a global knowledge world.

Originality/value

This study is concerned with the readiness of the experienced teacher to mentor beginning teachers, and student teachers, in ways that value co‐inquiry, care, agency and critical thinking within the ecology of a whole school environment. Mentoring has become a popular construct in everyday usage. The originality of this research lies in the use of productive mentoring as a framework developed by the authors and under continual interrogation.

Details

International Journal of Mentoring and Coaching in Education, vol. 1 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

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Article
Publication date: 4 May 2012

Sarah Fletcher

170

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 1 no. 2
Type: Research Article
ISSN: 2046-6854

Available. Content available
Article
Publication date: 5 December 2016

Andrew J. Hobson, Linda J. Searby, Lorraine Harrison and Pam Firth

496

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 4
Type: Research Article
ISSN: 2046-6854

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