The aim of the study is to explore:

How can mentoring and coaching be used to support the transition of new teacher educators into higher education?

The importance of the role of teacher educators cannot be under-estimated, and their impact on the outcomes for teacher trainees in initial teacher training provision is imperative to ensure that the future generation of teachers are well prepared for their roles. At a time where teacher retention is of great concern in a English context, where 30% of teachers leave the profession, as outlined in the Teacher Workforce Data Report (2022,23). Internationally, UNESCO reported similar concerns regarding teacher retention.  It is imperative to develop high quality teachers,. The Teacher Educator's role is imperative in this process, especially at a time of uncertainty, where teachers can give children life-chances and hope. 

However, for many teacher educators, there are very few opportunities to develop to be able to make a smooth transition into their new roles and contexts. Czerniawski (2018) highlights that the term teacher educator implies all those involved in the development of future and current teachers. Czerniawski (2018) and Murray (2002) make the point that becoming a teacher educator can be a painful experience whereby the teacher educator needs to shed their former identity as a teacher and develop their novice identity as a teacher educator.  However, during this transition period there is often no support in place to ensure that teacher educators can make the transition from their previous roles into their new role.

This qualitative case study, evaluates how mentoring and coaching can be used as an intervention to provide a supportive transition for teacher educators into their new contexts, to enable them to flourish. Connor and Pokora (2017) define mentoring and coaching as learning relationships, and the study seeks to gain insights into how these learning relationships can help to create a sense of trust, belonging, and safety to enable teacher educators to engage effectively with their learners.

The study was conducted through the use of semi-structured interviews, across an academic year to evaluate how mentoring and coaching was used, and what the potential impact was for new teacher educators. Participants were recruited across universities in England, and Teacher Educator mentors and coaches were assigned to support them on their journey from the start of the new academic year, to the end of the academic year. Semi-structured interviews were conducted termly via Microsoft Teams, and recorded, transcripts were created and. In addition, the semi-structured interview transcripts were thematically analysed each term through the use of Braun and Clarke’s (2006, 2022) 6 phase thematic analysis framework. Data was thematically coded, analysed, and key themes were developed through a grounded theory approach as outlined in Cohen et al. (2018). All ethical considerations, approvals and the necessary consent was in place prior to any collection of data as outlined in the BERA (2018) guidance.

The key findings from the project reflects that coaching and mentoring can have a positive effect on teacher educators’ transitions, providing that the coaches and mentors are well developed and skilled in their roles. As Teacher Educators developed in their confidence, intervention support had to be skilfully utilised to provide appropriate challenge and opportunities to find solutions independently through coaching approaches. Participants found it helpful to have a critical friend to enable them to unlock their potential within their new contexts. The co-constructive learning experience ensured that participants were able to navigate their new landscape in a collaborative professional way.

BERA (2018) Ethical Guidance, UK: BERA Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology’, Qualitative Research in Psychology, 3, pp. 77–101. Czerniawski, G. (2018), Teacher Educators in the Twenty-First Century: Identity, knowledge and research. UK: Critical Publishing. Murray, J. (2002) Between the Chalkface and the Ivory Towers? A Study of the Professionalism of Teacher Educators Working on Primary Initial Teacher Education courses in the English Education System Collected Original Resources in Education (CORE), 26 (3): 1 - 530. Cohen, L., Manion, L. and Morrison, K. (2018) Research methods in education, 8thed. London: Routledge. Connor, M. and Pokora, J. (2017), Coaching and Mentoring at Work: Developing Effective Practice. (3rd edition). London: Open University Press.