Teacher fabrication as an impediment to professional learning and development: the external mentor antidote

This paper reports findings from a study of the work of 'external mentors' associated with three programmes of support for the professional learning and development (PLD) of secondary science teachers in England. Focusing on outcomes from analyses of data derived from interviews with 47 mentees and 19 mentors, the paper supports and extends existing research on the construction and maintenance of fabrications in schools, and identifies omissions in the evidence base relating to teacher PLD. It is argued that the kinds of fabrications revealed by the teachers interviewed for this research present a serious impediment to their opportunities for school-based PLD, and that the deployment of external mentors (i.e. those not based in the same schools as the teachers they support) can provide a potentially powerful antidote to this. A number of implications for policy and practice in teacher professional learning and development are discussed. Amongst these, it is argued that more teachers should have the opportunity to access external support for their PLD, and that policy makers and head teachers should seek to reduce the degree to which teachers' 'performance' is observed, inspected and assessed

‘More willing to carry on in the face of adversity’: how beginner teachers facing challenging circumstances experience positive psychology coaching. An interpretative phenomenological analysis

Positive psychology coaching (PPC) is defined as activating positive psychology (PP) in an applied and systematic way through coaching (Passmore, J., & Oades, P. (2014). Positive psychology coaching – A model for coaching practice. The Coaching Psychologist, 10(2), 68–70). Currently studies looking at how PPC is experienced by coachees are limited. While there has been some early success cited in using a PPC approach in professional development in education with adults (Zwart, R. C., Korthagen, F. A. J., & Attema-Noordewier, S. (2014). A strength-based approach to teacher professional development. Professional Development in Education, 41(3), 579–596. https://doi.org/10.1080/19415257.2014.919341) it is not yet known how teachers experience PPC. The purpose of this paper was to gain an understanding of how PPC is experienced by beginner teachers undergoing challenging circumstances. This initial explorative study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) (Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage). Four superordinate themes emerged: ‘perfectly normal to feel this way’; making sense and ‘joining the dots’; increased positive emotion; and, time to think ‘in an easy-going environment’. Further studies of the application of PPC in educational settings are needed