Co-mentoring Amongst Teachers and Leaders in Transnational Schooling Contexts

Andrew Hobson, Carol Mullen

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapterpeer-review

Abstract

This chapter offers an original conceptualisation of co-mentoring—situated in the wider literature—together with evidence of its impact and factors facilitating impact across applications of co-mentoring in transnational schooling contexts. Co-mentoring is as an alternative to more traditional, hierarchical, and uni-directional approaches to mentoring in education. Extending the extant literature on collaborative mentoring (or “comentoring”), co-mentoring is a collaborative, compassionate, and developmental relationship—informed by specific approaches to mentoring and coaching—that is intended to support participants’ professional learning, development, effectiveness, and well-being, and potentially improve their workplace cultures. Detailing three different applications of co-mentoring across the United Kingdom and United States, the chapter evidences the realization of these intended outcomes (professional learning, etc.), and highlights factors found to be instrumental in facilitating the positive impacts of co-mentoring. We end with recommendations for undertaking research and practice that build human and organisational capacity through co-mentoring. A takeaway is that intentional approaches to co-mentoring can have value for participating parties and broader impact, as well as wide applicability.
Original languageEnglish
Title of host publicationISATT Yearbook
Subtitle of host publicationVolume 2 Approaches to Teacher Education
EditorsCheryl Craig, Juanjo Mena, Ruth Kane
PublisherEmerald Group Publishing Limited
Publication statusAccepted/In press - 2023

Bibliographical note

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