Appreciative%20coach-mentoring%20as%20inquiry%20in%20initial%20teacher%20education

1
Appreciative coach-mentoring as inquiry in
initial teacher education

• Sarah Fletcher
• Convenor for the Mentoring and Coaching Group
  for the British Educational Research Association
  
• Coach-mentor for educational research

2
Appreciative peer-mentoring

• No problem can be solved from the same
  consciousness that created it.
• We must learn to see the world anew
• Albert Einstein.
• P.S. Dont look for problems as your starting
  point in undertaking research! Look for what you
  enjoy doing!

3
Appreciative peer-mentoring

• What do we already know about peer mentoring and
  undertaking research?
• Why might we need to find out more about
  mentoring and doing research?
• How might we use what we learn to improve our
  practice as educators?

4
Appreciative peer-mentoring

• What is Appreciative Peer-Mentoring?
• What kinds of resources using web-based
  technology already exist to enable APM?
• How can we use web-based technology to improve
  our APM and have fun on the way!

5
Appreciative peer-mentoring

• Mentoring is a dynamic process of interaction
  concerned with the easing transitions and
  enabling growth. This is a process of active
  creative engagement in education and not just
  finding evidence to support externally imposed
  standards of professional conduct
• Fletcher, S. (2000) Mentoring in Schools

6
Appreciative peer-mentoring

• Your starting point as a mentor should be what
  your colleague or your student needs
• Ask them how it feels to do research and let him
  or her discuss their emotions if they need to as
  well as what has taken place in research they
  have already undertaken.
• You may decide to ask explorative questions but
  do so gently and listen to your colleagues or
  students reply.

7
Appreciative peer-mentoring

• Here are some questions you might like to use to
  scaffold your mentoring dialogue
• What do you think went well?
• Yes, I thought so too! What about?
• Why do you think it went well?
• How did you feel when that was happening?
• What do you think didn't go quite as well as you
  planned?
• What might you do differently next time?
• I also liked how you. what do you think?

8
Appreciative peer-mentoring

• As artists we assist others and ourselves to
  learn. As mentors we
• Actualise professional and personal potential as
  an adult learners.
• Recognize, realise and celebrate capacity as
  collaborative professional knowledge creators.
• Extend educative influence with others (children
  and colleagues) and in so doing define and refine
  values, skills as well as understandings and
  knowledge

9
Appreciative peer-mentoring

• What do I know about doing research?
• What can I bring to being a peer mentor?
• What do I know from being an artist that helps me
  to understand my own research?
• How can disability enrich or impede study?
• How might my own learning by self-study enable me
  to peer mentor someone else?

10
Appreciative peer-mentoring

• What is Appreciative Inquiry (Cooperrider)?
• discover (people talk to one another to discover
  the times when the organisation is at its best)
• dream (people are encouraged to invasion the
  organisation as if the peak moments discovered in
  the discover phrase was the norm rather than
  exceptional)
• design (a small team is empowered to design ways
  of creating the organisation that has been
  envisioned) and
• destiny (the final phase is to implement the
  changes.

11
Appreciative peer-mentoring

• Appreciative Inquiry is a form of action research
  starting from the basis of empowerment.
• We can integrate Appreciative Inquiry into
  arts-based action research.
• Appreciative mentoring empowers

12
Appreciative peer-mentoring

• As educators seeking to meet others needs we
  should embrace change and learn from our/others
  mistakes.
• Old ways have their place and we should
  appreciate the good in them.
• We must be ready to see ourselves as learners
  too...
• Learning is a career long process.

13
Appreciative peer-mentoring

• Hazel Markus defines possible selves as
  representing individuals ideas of
• what they might become,
• what they would like to become
• what they're afraid of becoming
• Her model provides a conceptual link between
  cognition and motivation.
• http//markus.socialpsychology.org/

14
Appreciative peer-mentoring

• Coach-Mentoring can usefully embrace the concept
  of possible selves by enabling adult learners to
  explore the world of imagination and dreams as
  they orientate themselves to adapt to changing
  workplace situations

15
Appreciative peer-mentoring

• You have given me the self-belief to carry out
  research through being extremely positive and
  above all interested in both my personal and
  professional development.
• Through action research, you have encouraged me
  to keep developing myself as well as my students
  as well as ensuring that people are aware of what
  I am up to (the broader community) and lots more
  besides