Developing a Culture of Mentoring and Coaching in a Mainstream Secondary Context Through the Use of Lesson Study

Article

Oberholzer, L. 2019. Developing a Culture of Mentoring and Coaching in a Mainstream Secondary Context Through the Use of Lesson Study. Research in Teacher Education. 9 (1), pp. 39-44. https://doi.org/10.15123/uel.87649
AuthorsOberholzer, L.
Abstract

Mentoring and coaching has been highlighted as one of the most underused strategies to develop whole school development for teachers, and in many cases mentoring and coaching’s value, as a cognitive leadership approach, can have invaluable impact on leading change, and the outcomes for learners (Cameron & Green 2012). The study explores how mentoring and coaching is used, to develop collaborative professionalism through the use of lesson study to improve teaching and learning outcomes in a mainstream secondary context. It highlights how shared collaborative practice leads to effective teaching and learning practice, which not only impacts positively on teaching staff, but on learner experiences too.

JournalResearch in Teacher Education
Journal citation9 (1), pp. 39-44
ISSN2046-1240
Year2019
PublisherUniversity of East London, Cass School of Education and Communities
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.87649
Web address (URL)https://www.uel.ac.uk/-/media/rite/rite-may-2019/rite-may-2019-oberholzer.ashx
Publication dates
OnlineMay 2019
Publication process dates
Deposited17 Dec 2019
Copyright holder© 2019 The author
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