Educative mentoring versus instructional coaching: what approach enables mentors to support student-teacher learning?

Abstract

This article considers professional development for student-teachers through instructional coaching and educative mentoring, examining how the two approaches are framed, and their commonalities and differences. The concluding discussion sets out the important contributions of each approach, challenging the false perception of dualism between them that may be arising, and emphasising the need for an underpinning educative approach to mentoring.