By Anne Brockbank, Ian McGill
Definitions of the phrases “coaching” and “mentoring” are typically ambiguous and are frequently complicated for consumers who have to determine the advantages of those actions. Facilitating Reflective studying via Mentoring and training presents readability by means of delivering a theoretical framework offering training and mentoring types including examples of the way they are often utilized in perform. powerful concept is sponsored up through functional routines, case experiences, education workshop templates, studying accomplice handouts and instruments for choosing potential mentors. vital assistance is usually given on delicate components reminiscent of the boundary among mentoring or training and treatment, and the necessity for codes of perform.
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Additional resources for Facilitating Reflective Learning Through Mentoring & Coaching
Example text
Research suggests that deep, holistic learning is preferable to surface learning, and is likely to be achieved by clients who take responsibility for their own learning and are motivated by their own learning ambitions, as in evolutionary approaches to mentoring and coaching (Marton, Dall’Alba and Beaty, 1993; Prosser and Trigwell, 1999; Biggs, 1999). The importance of interactive reflections has been stressed by researchers (Kelly, 1955), allowing clients to create their own constructs and meanings in describing their learning, as well as recognizing that learning and knowledge are created within a social context.
For functionalist and engagement approaches, instrumental and consensual reflection is appropriate. For evolutionary approaches, challenging embedded power relations through revealing a prevailing discourse enables critical reflection for clients. Our map of mentoring and coaching will now be placed in the context of learning theory. NOTE 1 The term ‘engagement mentoring’ has been coined by Helen Colley (2004) in her publication entitled Mentoring for Social Inclusion, Routledge-Falmer. This page intentionally left blank 3 Learning theories How can learning theories inform our understanding of mentoring and coaching?
Dialogue does occur quite naturally between people. Dialogue in the form of discussion where the speaker’s intention is to hold forth in order to convey his or her knowledge is unlikely to lead to some new understanding. This form of dialogue is often characterized by one party claiming to be expert in interaction with another who may not be. 46 Learning Theories and Values For the receiver, what is received may be significant, but the mode is primarily one way. Dialogue has been explored by Bohm (1996), who contrasts dialogue with the word ‘discussion’.
