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Mentoring & Coaching


Submitted By pallerton
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Mentoring and Coaching.
Many FE institutions and Initial Teacher Training programmes now include mentoring and coaching support as part of their provision. The purpose of this review is to firstly establish a clear definition of the term mentor and coach, and ask why it might be important to establish a shared understanding of the terms. Secondly, to ascertain why mentoring and coaching has become so popular within further education. Thirdly, to identify how to best implement mentoring and coaching schemes into further educational settings, and finally to develop criteria to critically analyse the mentoring policy and procedures of one further education college and my own practice.


Establishing a clear definition of the term mentor and coach from the literature reviewed is not a simple task; opinions differ depending on the context in which mentoring takes place and the individual perceptions of those involved. Adding to this confusion is the way the literature often uses the terminology of mentoring and coaching interchangeable with little or no agreement on their meaning. (Brockbank and Mcgill, 2006 p8) This may explain why there are so many different approaches to mentoring practice and why the concept of mentoring has altered over time. (Woodd, 1997, p4)

One way the literature attempts to distinguish between the terminology of mentoring and coaching is by placing mentoring and coaching at opposite ends of a person/task focused continuum. With coaching generally being perceived as short term, directive and task focused, while mentoring is perceived to be long term, non directive and person focused. (Wallace & Gravells, 2005, p10) This approach is reflected in the definitions provided by the National Framework for Mentoring and Coaching published in 2005 by the Centre for use of research and evidence in education. (www.curee/

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