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Coaching and Mentoring in Teacher Professional Development

2020Report Restricted access
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dc.contributor.authorStewart, Kurtis S.
dc.date.accessioned2023-03-24T17:02:22Z
dc.date.available2023-03-24T17:02:22Z
dc.date.issued2020
dc.descriptionProva de título de especialista- Formação de Professores de Inglês e Francês / Espanhol do Ensino Básico, cód. 145 - Formação de Professores de áreas disciplinares específicaspt_PT
dc.description.abstractGrowing focus on teacher professional development (TPD) and its role in improving both teacher knowledge and teaching practices has raised questions as to what constitutes best policy for the continued training of teachers. Research in this area indicates that coaching and mentoring have established an increasingly important role in the development of sustainable and effective teacher training programs. TPD initiatives of longer duration using embedded instructional coaches are proving to have positive impacts on teacher knowledge and mastery of content. However, ongoing studies in the field are as of yet inconclusive as to whether these have a corresponding impact on student achievement. Given the current state of research, this paper proposes to examine TPD and coaching practices through the lens of a case study where a training initiative for English teachers in primary schools was undertaken by the Malaysian Ministry of Education.pt_PT
dc.description.versionN/Apt_PT
dc.identifier.urihttp://hdl.handle.net/10400.22/22600
dc.language.isoengpt_PT
dc.publisherInstituto Politécnico do Porto. Escola Superior de Educaçãopt_PT
dc.subjectteacher professional developmentpt_PT
dc.subjectcoachingpt_PT
dc.subjectinstructional coachingpt_PT
dc.subjectmentoringpt_PT
dc.subjectTELFpt_PT
dc.titleCoaching and Mentoring in Teacher Professional Developmentpt_PT
dc.typereport
dspace.entity.typePublication
rcaap.rightsclosedAccesspt_PT
rcaap.typereportpt_PT

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