International Journal of Mentoring and Coaching in Education

Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption

“I love this stuff!”: a Canadian case study of mentor–coach well-being

Exploring learning conversations between mentors and associate teachers in initial teacher education

Learning formative assessment in the field: Analysis of reflective conversations between preservice teachers and their classroom mentors

Mentorship and well-being: Examining doctoral students’ lived experiences in doctoral supervision context

Exploring mentoring across gender, race, and generation in higher education

The well-being of the early career teacher: a review of the literature on the pivotal role of mentoring

Virtual mentor partnerships between practising and preservice teachers: Helping to enhance professional growth and well-being

Not a solo ride: co-constructed peer mentoring for early-career educational leadership faculty

Functions of peer mentoring, satisfaction and the “real” relationship in postgraduate psychology education

The impact of mentoring on the Canadian early career teachers’ well-being

The developmental needs of coaches and coachees

Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England: What lessons can be learned from inter-professional comparison?

Thriving vs surviving: benefits of formal mentoring program on faculty well-being

Mentorship for flourishing in schools: an explicit shift toward appreciative action

Reflections from the room where it happens: examining mentoring in the moment

Supportive mentoring behaviours in a public medical school

Teacher coaching in New Zealand secondary schools: an exploratory study

Triadic mentoring in early childhood teacher education: the role of relational agency

Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement

The benefits of mentoring newly qualified teachers in Malta

Asking the right questions: An exploration into the introduction of co-coaching within initial teacher science education

Mentoring as meaningful professional development

Duoethnography: a mechanism for higher education faculty mentoring

Mentoring of newly qualified teachers in early childhood education and care centres: Individual or organizational orientation?

Empowerment through induction: supporting the well-being of beginning teachers

Supporting teachers who witness student bullying: (Re)shaping perceptions through peer coaching in action learning

Educators’ perceptions of the value of coach mindset development for their well-being

An innovative model of mentoring teachers in Jewish day schools: A pathway to professional development and teacher well-being