Search results for: Salter Tina

The purpose of this article is to explore why mentoring is preferred over coaching when supporting pre-service teachers, compared with other stages in a teacher’s career where coaching is more readily available. The findings point towards an imbalance in the use of mentoring and coaching within education, with a particular underuse of coaching for pre-service teachers. Some mentoring interventions are founded on a deficit model; therefore mentors of pre-service teachers could be helped and supported to make greater use of a mentor-coach integrated asset-based approach, which encourages the use of reflection and self-directed learning.