This qualitative study investigates the relationship between the principal MentorCoach and the principal Mentee in terms of the learning that is taking place between these two individuals. This study addresses a gap in the Mentoring/Coaching literature as little is known about how the professional knowledge of participants is influenced through participation in educational leadership Mentoring/Coaching programs. This study also links to current interest in knowledge mobilization and the interaction between research and practitioner knowledge. In broad terms, the research will investigate what kind of knowledge is being incorporated in principal MentoringCoaching relationships in the programs sampled. With its deeper analysis of the knowledge and learning strategies that are being used in the MentoringCoaching experience, this research is of particular interest to future participating administrators and school districts developing MentoringCoaching programs as a vehicle for supporting and enriching the experience of new principals as school leaders.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/29482 |
| Date | 11 August 2011 |
| Creators | Nanavati, Mary Susan Birta |
| Contributors | Anderson, Stephen, Levin, Ben |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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