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The Mentoring and Coaching in Education (MACIE) research interest group plays a key role for the faculty in providing a link between academic peer-reviewed research, post-graduate researcher study, and our extensive mentoring and coaching practice in partnerships with schools and educational providers.

This group has a healthy track record of publication in high quality and internationally recognised academic journals, conference presentation and stakeholder engagement.  The group aspires to develop opportunities for practitioners undertaking mentoring and coaching to research and publish their ongoing practice, as well as to create mutually beneficial communities of practice that can inspire and provoke further opportunities.

The group is led by Dr Luke Jones and Gethin Foulkes from the Initial Teacher Education department, and has good collaborative links with other higher education institutions interested in mentoring and coaching research.

Publications

Mentoring Associate Teachers in Initial Teacher Education: The Value of Dialogic Feedback

Jones, L., Tones, S., & Foulkes, G. (2018). International Journal of Mentoring and Coaching in Education, Vol. 7 Issue: 2, pp.127-138.

 https://doi.org/10.1108/IJMCE-07-2017-0051

Exploring Learning Conversations between Mentors and Associate Teachers in Initial Teacher Education

Jones, L., Tones, S., & Foulkes, G. (2019).. International Journal of Mentoring and Coaching in Education, 8(2), 120–133.

https://doi:10.1108/ijmce-08-2018-0050

"Peer coaching as a CollectivPE" (in writing for an academic purpose)

Tones, S., Jones, L., & Foulkes, G. (2019). A practice insight working paper, CollectivED [8], pages 44-48, Carnegie School of Education, Leeds Beckett University:

https://www.leedsbeckett.ac.uk/-/media/files/research/collectived/collectived-issue-8-may-2019-final2.pdf

Associate teachers' learning networks: a figurational analysis of initial teacher education

Jones, L., Tones, S. and Foulkes, G. (2020), "", International Journal of Mentoring and Coaching in Education, Vol. 9 No. 2, pp. 205-218.

https://doi.org/10.1108/IJMCE-09-2019-0088

Associate teachers' views on dialogic mentoring

Jones, L., Tones, S., Foulkes, G., & Jones, R. C. (2021). Associate teachers' views on dialogic mentoring. Teachers and Teaching, Theory and Practice, ahead-of-print(ahead-of-print), 1-12.

https://doi.org/10.1080/13540602.2021.1933421

Conferences and CPD

Valuing the informal mentoring conversations and feedback in Initial Teacher Education

Jones, L., Foulkes, G. & Tones, S. (2019). Valuing the informal mentoring conversations and feedback in Initial Teacher Education. Paper presented at the British Educational Research Association (BERA) Annual Conference, 10th - 12th September 2019, Manchester University, Manchester, United Kingdom.

A Conversation about Dialogic Mentoring

Jones, L., Tones, S. and Foulkes, G. (2020). A Conversation about Dialogic Mentoring. Online CPD provided by the Faculty of Education and Children’s Services (6th of May, 2020).

Physical Education - Progressions through the curriculum

Jones, L., Tones, S. and Foulkes, G. (2020). Physical Education - Progressions through the curriculum. Online CPD provided by the Faculty of Education and Children’s Services (14th of May, 2020).