IMPROVING TEACHING THROUGH COACHING, MENTORING AND FEEDBACK: A REVIEW OF LITERATURE

David Lynch

Abstract


This article investigates the literature on mentoring and coaching and the embeddednessoftheseinwiderfieldswhicharereferred as'professionaldevelopment' 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.

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