Mentoring with underrepresented populations and diverse groups

Irby, Beverly J.; Boswell, Jennifer; Jeong, Shinhee

doi:10.1080/13611267.2018.1462976

Cited by 1 publication

(2 citation statements)

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“…Academics also suggested processes such as mentoring, tutoring, coaching or consulting, which enable leaders and their organisations to achieve their full potential on a professional and/or personal basis. As Irby stated in [42], "the three concepts of mentoring, tutoring and coaching are definitely related, yet, there are differences as well" (p. 115): "Mentors build significant relationships with their mentees, and such relationships may be retained for a long time period and even for a lifetime. Coaches also develop a trusting relationship, but there is a targeted goal, and once the goal has been reached, the coach typically withdraws after repeating the assistive task with the coached individual.…”

Section: Learning Methodsmentioning

confidence: 99%

“…Coaches also develop a trusting relationship, but there is a targeted goal, and once the goal has been reached, the coach typically withdraws after repeating the assistive task with the coached individual. Tutors work on short-term goals and tasks for specific improvement" [42] (p.116). Leadership coaching in education is a recent phenomenon [43][44][45][46][47].…”

Section: Learning Methodsmentioning

confidence: 99%

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Portuguese Principals’ Professional Development Needs and Preferred Learning Methods

et al. 2020

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Due to the crucial role principals have on school outcomes, investing in their training is a cost-effective approach for schools’ improvement. Research shows that principals attribute pertinence to their ongoing professional development. However, little research has been conducted on principals’ training needs from their viewpoint, particularly in Portugal. Through individual interviews (n = 19) and a questionnaire (n = 117) to principals, we collected data that enable us to understand principals’ perceptions on their training needs, focusing on learning areas, skills to be developed and learning methods. Results show considerable variability, reinforcing the relevance of tailored and contextualised approaches to professional development. Globally, principals request management skills and training opportunities that enable them to develop leadership skills (e.g., personal, interpersonal/socioemotional). Moreover, principals need training on instructional and distributed leadership practices. Collaborative and reflective methods are the ones principals prefer. Practical implications for the design of systematic professional development practices, in a lifelong perspective, are also discussed.

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Section: Learning Methodsmentioning

confidence: 99%