ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Assignment Front Sheet

(Attach this document to every piece of coursework)

Name Student
ID

I DECLARE THAT THIS ASSIGNMENT IS MY ORIGINAL WORK. I HAVE

Declaration ACKNOWLEDGED THE WORK OF OTHERS
I HAVE READ AND UNDERSTOOD THE CANTERBURY CHRIST CHURCH
UNIVERSITY REGULATIONS REGARDING PLAGIARISM.

Programme MA EDUCATION

MA Special
MA
MA MA Early Educational
My Pathway Education Childhood Needs and
Dissertation PGDip
Only
Inclusion

Campus (Delete as
Canterbury/Medway
appropriate)
Issues in mentoring, Module P18713
Module: coaching and critical Code
friendship
Issues in mentoring, coaching and critical friendship
Assignment Title:

I have used the

Turnitin draft box Yes
prior to submission
I have a Special
Consideration form
and have attached it to No
this assignment

1
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

If yes, the end date is:

I have an extension for
this module (via No
ECRF/TLA/LSP)
Yes
I would particularly
like tutor feedback and
advice on...

2
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Portfolio One: Mentoring and Coaching

Mentoring

My understanding of coaching and mentoring stems from my university days, when I asked

one of my professors for assistance with my observational project. Due to the fact that she and

I had already established a relationship, it was easier for us to engage in unstructured

communication.

Zavala et al. assert that mentoring is an unplanned conversation between a mentor and a mentee

that helps the mentee achieve positive results.(Zavala et al., 2022) A mentee looks to a mentor,

(Gadad et al., 2021) someone whose thoughts and experiences we respect and who encourages

us to become the individuals we are today (Zavala et al., 2022) as well as for direction,

information, serious contemplation, encouragement, and experiential advice. (Gadad et al.,

2021) Her words of encouragement, advice, motivation, and criticism helped me produce work

that I am still proud of today.

Mentoring, according to Keramidas, also encourages personal and professional development,

boosts learning, and transforms lives. Among other things, it has been linked to higher job

satisfaction and performance, better physical health and self-esteem, longer employment, better

work connections, and motivation to move up in a career. It also contributes to the mentee's

capacity to identify career objectives and encourages other job-relevant

behaviours.(Keramidas, Queener and Hartung, 2022)

It also, focuses mostly on recognising and developing an individual's full potential.(Toh et al.,

2022) It can be a long-term partnership in which the student sets goals that may change over

time. The learner is responsible for both the process and the end result. The mentor assists the

mentee in gaining insight and knowledge by increasing their self-awareness so that they are

more internally motivated.(Gamage, Perera and Wijewardena, 2021)

3
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Also, it's important to know how mentoring relationships start, because the beginning of the

relationship between a mentor and a mentee has a big effect on how the relationship turns

out.(Toh et al., 2022) I do consider whether my mentoring was effective because my mentor and

I were already acquainted. Since she has been my instructor since I was at level 100, she is

aware of my strengths and weaknesses. Would I have reached the same outcome if it had been

a formal engagement? Or what if I was formally introduced to a third party? I believe the

experience would not have been the same if the incident had not occurred informally. This is

because informal mentoring may have more benefits and a better connection, and the beginning

phase may set the tone and expectations for the partnership. In formal mentoring, a third party

matches mentors and mentees as part of a formal mentoring program.(Keramidas, Queener and

Hartung, 2022)

Moreover, the mentoring category also influences the manner in which the mentor sets the

stage for the mentoring process. Keramidas et al. identified two categories of mentoring. The

first is career functioning, such as learning the ropes and preparing for job promotion, and the

second is psychological aspects, such as providing support and encouragement that may

contribute to the individual's personal development.(Keramidas, Queener and Hartung, 2022)

I believe these two categories are interdependent on each other in a mentoring process. For

instance, an individual’s personal development goes a long way toward improving the

individual in all aspects of their life, including their career. In the same way, a person's career

functioning won't be complete until all of the psychological parts of his or her career have been

fully developed.

Coaching

I have always had the idea that my encounter with my undergraduate instructor constituted

coaching. I had believed that she helped me realise my full potential through coaching, but I've

4
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

come to realise that, despite the similarities, what I experienced was not coaching but

mentoring because coaching focuses primarily on improving performance in a particular skill

area, often in the short term, which was far from the case with mine. Also, most of the time,

the coach sets the goals, or at least the intermediate or subgoals, with or at his suggestion. The

student is in charge of the main goal, and the instructor is in charge of making sure it gets

done.(Gamage, Perera and Wijewardena, 2021) So, the main goal of coaching is to change the

traditional relationship between a teacher and a student from one in which the teacher gives the

students basic information to one in which the teacher encourages the students to find their own

answers.(Anatoliivna et al., 2019) This could raise students' awareness, sense of responsibility,

and sense of self-worth.

Strengths of mentoring and coaching

From above, it can be observed that coaching and mentoring encourage, challenge, and

motivate coaches or mentees to be focused. (Gamage, Perera, and Wijewardena, 2021) They

also help inspire, challenge, and motivate coaches or mentees to stay focused on their specific

goals, create action plans, and execute the action plans with more self-discipline.(Gamage,

Perera and Wijewardena, 2021)

Lastly, mentoring and coaching help people build professional and personal relationships that

help them get the skills they need to be relevant and competitive in the academic world,

especially in higher education.(Gamage, Perera and Wijewardena, 2021)

5
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Reflecting on mentoring and coaching

Based on what we've talked about so far about coaching and mentoring, I agree with Keramidas

that the mentoring process should be rough around the edges.(Keramidas, Queener and

Hartung, 2022) This is due to the formality and rigidity of an organised approach, which could

cause the mentee to lose interest in the process. It could even result in something like a father's

or mother's advice to their child. In this instance, can we refer to advisors as mentors? Although

some do equate an adviser with a mentor, Keramidas et al. postulate that the roles of adviser

and mentor are not equivalent.(Keramidas, Queener and Hartung, 2022)

Moreover, some advising relationships develop into mentoring relationships. The majority of

mentoring relationships between students and faculty arise spontaneously and not as a result of

a structured process such as advising. Most of the time, it's up to the student to start talking

with the teacher.This makes the mentee more focused on what he or she wants to achieve

because he or she feels involved in the process.(Bokeno, 2008) Thus, mentoring is effective

when there is a mutual relationship between a mentor and a mentee.(Zavala et al., 2022)

Coaching has also been shown to work in educational settings, especially when it's used to help

learners who are academically poor in school improve their retention and

performance.(Gamage, Perera and Wijewardena, 2021) For the majority of these students, all

they need is a coach to guide them through the process, calm them down, and serve as a

motivator.The process is mostly short, and since it is student-centered, the student can find his

or her own answers with the help of the coach in a particular area.(Gamage, Perera and

Wijewardena, 2021) Regarding tactical nuts and bolts, it provides a more hands-on

approach.(Hussey and Campbell-Meier, 2021)

6
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Portfolio Two: Critical Friendship Discussion and Reflection

Critical Friendship

Whereas mentoring focuses on providing hierarchical guidance on how to achieve final goals,

critical friendship, on the other hand, focuses on the process and has no predetermined

conclusion. So, having a critical friend is one of the best ways for co-workers or friends to get

help in an environment where they can learn and improve in a certain field.(Sotiropoulou and

Cranston, 2022)

The idea of "critical friendship" is a practise frequently employed by teacher educators to

facilitate self-reflection and constructive critical discourse among colleagues as a means of

fostering personal and professional growth. It is prudent to analyse and interrogate our

pedagogical practises and identities, not as a personal endeavour but as a social one.(Barrow

and Norman, 2022)

My critical friendship story

When I was posted to this particular school, the headmaster informed me that I would be

teaching one of the senior classes. As a result, I was a little anxious on my first day. Although

we agreed at the interview, I will accept freshmen. I took the task despite the fact that I was

unprepared to teach a final-year class as a new teacher.

My first lesson was after lunch, so I went to the library to prepare my notes. In the library, a

colleague teacher approached me. We had a good conversation after his introduction. I

complained to him that I was a little anxious about my first class. He encouraged me and

assured me I would succeed. He gave me some advice and promised to pop by when he was

less busy to check on my progress.

7
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

When school was done for the day, we discussed ways in which we could improve each other's

teaching delivery. Although he was a little older than I was, our informal relationship made us

feel at ease with each other as well as with our different points of view and constructive

criticism.(Kelley et al., 2022)

Reflecting on my critical friendship and how we might improve practice

Before delivering constructive feedback, engagement entails active listening, fostering self-

reflection, and asking questions to better comprehend teaching and learning practises and

content. Pragmatic insight and transformation result from shared participation in the

process.(Sotiropoulou and Cranston, 2022) Our self-reflection after every piece of constructive

feedback enables us to enhance our delivery strategy and evaluations for future iterations.

Despite the fact that our input occasionally sparks debate, We came to realise that we were

both interested in helping each other improve.

Based on my experience, I concur with Kelly et al. that a critical friend is someone you can

trust who asks you questions that make you think, gives you information that you can look at

in a different way, and gives you feedback on your job as a friend. Kelly et al., 2022) Feedback

is meant to help and encourage a colleague's work and professional growth, not to evaluate and

judge them.(Kelley et al., 2022)

Also, Barrow and Norman added that like-minded people are usually the foundation of a critical

friendship.(Barrow and Norman, 2022) This is because the relationship with a critical friend is

more balanced and based on trust, constructive feedback, challenges, support, and helping each

other grow personally and professionally.(Sotiropoulou and Cranston, 2022) Besides, friends

act as a “sounding board” by giving constructive feedback and new ways to solve problems in

a particular area.(Barrow & Norman, 2022,p.171)

8
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Again, a critical friendship is more interested in radical change than simple

solutions.(Sotiropoulou and Cranston, 2022) The relationship is based on the joint construction

of meaning for practises and systems through an iterative cycle of explaining, informing,

challenging, and reconstructing.(Sotiropoulou and Cranston, 2022)

9
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Portfolio Three: Summary of my Critical Incidence

(The name Mary is not the person's real name for privacy reasons.)

In my second year as a teacher at this school, a female student approached me and told me

about her decision to drop out of school because of her poor academic performance. I remember

telling her that some students are slow learners and that she will eventually progress, so she

should reconsider her decision. Later that day, she came back to me and asked if I could be her

mentor, which I gladly accepted.

When we began this mentoring adventure, Mary was in the first grade of junior high school.

We discovered evidence that she had low self-esteem, lacked intrinsic motivation, and that

external factors were causing her academic difficulties. For instance, she had difficulty

expressing herself in English; the second was her inability to pay attention in class because she

had low confidence in herself; and the third was her opinion that the majority of her family

members are not academically brilliant, which is why she herself is not good. The worst of all

is that some of her past teachers gave her harsh feedback about her schoolwork, which is why

she doesn't speak up in class and doesn't put in the effort she needs to do better in school.

All she needed was someone to believe in her, someone to listen to her, and most importantly,

someone to encourage, motivate, and make her believe she could make it academically. A self-

motivated Mary passed her national examination.

10
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Portfolio Four: Analysis of the critical incident

The model and analysis of the critical incident

Within the core concept of mentoring, reciprocal relationships do arise through mentorship

opportunities that give both sides long-term support and feedback. In a mentoring relationship,

one individual assumes the role of listening and giving advice or direction at the right time. As

the mentoring relationship gets stronger, the mentee may become more involved, acting as a

listener, giving advice and feedback, and creating chances for both parties to learn. (2021,

Hussey and Campbell-Meier)

Reflecting on my critical incident, I employed Nancy Kline’s Independent Thinking

Environment model because it best suited the circumstances surrounding my critical incident.

According to Wilson, "The quality of everything we do depends on the quality of the thinking

we do first."(Wilson, 2022). Therefore, the question is: what is required for people to encourage

one another's self-esteem? Nancy Kline observed that when people are asked this topic, their

responses are typically not about intelligence, education, or experience, but rather about how

others treat them.

She then identified ten factors that were responsible in this regard.(Wilson, 2022)

Attention: Mary needed someone to hear her out. Due to her poor academic performances, she

thought her teachers were not paying attention to her needs, yet she desired someone with

whom she could discuss her learning difficulties.

Attention is motivated by the assurance that there will be no interruptions, and respect for and

interest in where people's thoughts may lead are essential to a thinking environment.(Kline,

2022) The mentor is therefore someone who is available to listen when you are attempting to

work through something and who helps establish an environment where you can discuss

11
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

anything. They act as sounding boards and can answer questions, even if they do not have the

answers. (Hussey and Campbell-Meier, 2021)

We may ask ourselves, "Why was she not getting the attention she required from her teachers?"

Could it be that the way some teachers relate to her in class or out of class makes it difficult

for her to open up with them? Again, could it be the fact that she didn’t trust many of them to

really listen to her concerns? She believed she had a situation in which only a listening

facilitator could help her. As a result, she embarked on a quest to find that one teacher with

whom she believed she could connect.

Equality: Mary was the class's third-oldest student. She was also the oldest girl among the

females, and because of 1. her poor academic performance, which sometimes makes some

teachers isolate her in the learning process, and 2. her age, she could not tolerate her younger

peers making fun of her academic achievements because of her age. Therefore, she prefers to

be passive rather than active in class. She hoped that would spare her some embarrassment in

class. She wished for a teacher who would treat her like a fellow thinker, determine her rate of

academic progress, and assist her in achieving academic confidence. (Kline, 2022)

Ease: The ideal way to think is when you are at ease, which means you are not pressured or in

a hurry. One difficulty in working with Mary was not putting her under too much academic

pressure. She was under pressure from her parents and teachers, as well as from her upcoming

national examination. During one of our sessions, she told me that sometimes while in class,

she becomes absentminded because she is thinking about these pressures. (Kline, 2022)

Appreciation: I have always felt that every person has attributes that make them exceptional.

Academically, Mary is bright, but her talent for dancing, acting, and drawing made her stand

out. Even her writing is excellent. I pondered why someone with these qualities would be an

12
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

uninteresting student academically. There must be something blocking her from academic

excellence.

Appreciation is a motivating form of positive reinforcement. Even if the feedback is negative,

having the mentee feel valued might improve his or her academic success.(Wilson, 2022) Life

teaches us that being grateful is vain, while being critical is realistic. In talks, we focus

primarily, and often exclusively, on what is not working. Due to the fact that the brain requires

appreciation to function properly, our reasoning is frequently fallacious. (Kline, 2022)

“Appreciation keeps people thinking,” and this phase encourages each participant to share a

positive quality about the other that they have appreciated throughout the discussion. This is

meant to get the thinker to keep thinking even after the session is over.(Bassot and Reid, 2013,

p 62)

Encouragement: By transcending internal competition, one can have the guts to pursue

cutting-edge ideas.(Kline, 2022) Due to Mary’s circumstances, I was required to encourage,

motivate, praise, and occasionally reward her when she performed well on her responsibilities

to improve her confidence in her academic abilities. Also, instil in her the notion that she is an

intelligent student capable of greatness if she can put in the academic effort.(Wilson, 2022)

Feelings: When we are irritated, we stop thinking. However, if we communicate our emotions

enough, we can restart our thinking. Good thinking will return if, when others display

emotional indications, we relax and accept them. (Kline, 2022) Being the dullest student in

your class, combined with so many criticisms from your teachers, being under pressure from

your parents, and the fact that age is not on your side if you fail your national examination, can

make someone unhappy. It could be the reason why her immediate action was to drop out of

school.

13
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Permitting mentees to express their emotions aids in restoring their capacity for rational

thought.(Wilson, 2022) We all need the right environment to do this. Mary and I needed this

so we can make an informed decision about her situation.

Information: Intellectual integrity is the product of complete and accurate information. After

mentors foster connection, integrity, dedication, and trust, they provide emotional support,

which includes an expectation of privacy and discretion that enables a mentor to impart

information that the mentee could not obtain otherwise. (Hussey and Campbell-Meier, 2021)

The most frequently mentioned parts of mentoring are the type of feedback and expectations

for how the information will be used. Feedback from mentors is seen as counsel and is offered

without expectation or evaluation. Experience contributes to the credibility of a mentor’s

information.(Hussey and Campbell-Meier, 2021)

Diversity: welcoming divergent thinking and diverse group identities. Diverse realities exist.

To think properly for ourselves, we must be surrounded by people from many identification

groups and understand as much as possible about their lived experiences. The greater a group's

diversity, the greater the variety of perspectives and the richer the diverse thinking of each

member. (Kline, 2022)

Incisive questions: Underneath an incorrect and restricting belief lies a rich source of creative

thoughts. A perceptive query will dispel it, allowing the mind to think more creatively.(Kline,

2022)

I recalled asking Mary, "What do you believe is preventing you from attaining your objective?"

This prompts the thinker to consider their restrictive preconceptions. According to Kline

(1999), there are three types of limiting assumptions: facts, such as "I don't have the required

qualifications," possible facts, such as "my family would not be supportive," and bedrock

assumptions about oneself and how life works, such as "I won't be able to do that because I'm

14
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

not good enough" or "people like me don't do that." Such fundamental assumptions can be

deeply established and typically require time to surface. (Bassot and Reid, 2013) Mary assumed

that because few of her family members performed poorly in school, she was no different.

Frequently, they serve as obstacles to work advancement and can damage confidence and self-

esteem.(Bassot and Reid, 2013)

The incisive question is so vital that it must be written down so that it is not lost. It is essential

that the paper be written in the author's own words. The listener then repeats the perceptive

question until the thinker has expressed all of their new, optimistic ideas for their future.(Bassot

and Reid, 2013)

Place: When our physical surroundings affirm our significance, we think more clearly and

courageously. When our bodies are acknowledged and cared for, our cognition improves. A

thinking environment is created by two people. collaboration between a mentor and mentee

that fosters collaborative thought. Carol asserts that listening is the most essential setting for

thinking, so active listening is preferred to passive listening. This represents the partner's focus

on the thinker. The attentiveness of the listener allows mentorship to commence. This attention

must therefore be divided into three streams for an effective session. In the first stream, the

focus of the partner is on the content of what the thinker is expressing. In the second stream,

the focus is on the respondent's reaction to what the speaker is saying. In the third stream,

emphasis is placed on creating a thinking environment for the thinker. Nancy Kline'(Wilson,

2022)

Reflecting on the incident

The mentoring process I had with Mary gave me the critical professional awareness I needed

in my teaching profession. Again, it gave me an insight into the reason why some students

don’t do well and have to drop out of school. Moreover, the process made me aware of the fact

15
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

that the teacher plays a crucial role in the academic life of the child. Finally, a teacher's role is

not limited to academics but rather to making the child a better person now and in the future.

Our relationship with our students can impact their academic lives. As humans, our words can

have an impact on them, both positively and negatively. For instance, the theory of The Gift of

Doubt by Carl Dweck teaches us to embrace a learning curve method she calls “growth

mindset." The growth mindset has the power to make an individual student progress steadily

in an academic setting. The student abandons a fixed mindset in favour of a growth mindset.

In one study, when teachers stopped grading students with failing remarks and replaced them

with "Not Yet," the students' performance improved significantly.(Dweck, 2017)

Mary’s challenge was her mindset. The aim was to help her embrace positivity in her mind so

she could make academic progress on her own. Her challenge was not physiological needs

because she had the support of her family.

16
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Portfolio Five (A critical Review of https://www.youtube.com/watch?v=TChiE1FDXdY-

Acessed on 2/12/2022)

Simon Sinek (2020), sharing his experience of mentorship in an interview, argued that

“mentorship is like friendship: It evolves over time and it’s a two-way street.” Mentorship

transcends simple friendship. You cannot simply walk up to a stranger and say, "I'd like you to

be my mentor." His interaction with his mentor provided him with a new understanding of what

mentoring entails. His mentor developed an amicable rapport with him. There was no

difference in social standing between them. He emphasised the need for an effective mentoring

relationship. Additionally, he recognised the benefits of informal mentoring.

Moreover, his mentor's eagerness to engage in dialogue with him piqued his interest. The

mentor's desire to serve as his sole mentor made him feel relieved and valued. According to

him, he once told his mentor, "Thank you for being my mentor," to which his mentor replied,

"Thank you for being mine." Since then, he has understood that mentoring is more than a

friendship. The relationship develops because a mentor always makes time for you, recognises

your potential, and learns as much as they teach.

17
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Initially, he believed that his mentor was doing him a favour, but he soon realised that he was

also learning from him. He emphasised the relationship-based (informal) foundational premise

of mentoring. Numerous academics such as Keramidas(Keramidas, Queener and Hartung,

2022) concur that the outcome of the mentoring process is affected by the mentor-mentee

connection. This is also the perspective of Nancy Kline's notion of the "independent thinking

environment."(Kline, 2022)

Strength

His description of his mentoring experience suggested that mentorship is more than just

friendship and a two-way engagement connection. Again, by establishing an enabling

environment for the mentoring process, the mentor's willingness to help, listen to you,

appreciate you, and give you the necessary attention helps to increase the effectiveness of the

mentoring. In addition, he agrees with scholars who believe that informal mentoring is more

effective than formal mentoring in most instances.(Keramidas, Queener and Hartung, 2022)

Also in most cases, it is up to students to initiate the relationship. This makes the mentee more

focused on what he or she wants to achieve in the process because he or she feels involved in

it.(Bokeno, 2008)

Limitations

We could argue that his perception of the process is tainted by the fact that he worked for the

same business as his mentor and that his mentor's willingness to mentor him was therefore

contingent on an organisational tie. Additionally, his mentor's accomplishments and success

may influence his enjoyment of the mentoring process.

Overall, his experiences affirm Nancy Kline’s Independent Environment Thinking model as

one of the best approaches to a successful mentoring process.

18
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

REFERENCES

Anatoliivna, S.O. et al. (2019) ‘2019 IEEE International Conference on Modern Electrical

and Energy Systems (MEES)’, in Coaching as Education Technology on Electrical

Engineering Education. IEEE.

Barrow, E.C. and Norman, T. (2022) ‘Critical friendship as vital to the development of

RPCK’, Social Studies Research and Practice, 17(2), pp. 167–182. Available at:

https://doi.org/10.1108/ssrp-11-2021-0031.

Bassot, B. and Reid, H. (2013) ‘Constructing a space for career reflection: “The gift of time

to think”’, Australian Journal of Career Development, 22(2), pp. 91–99. Available at:

https://doi.org/10.1177/1038416213497193.

Bokeno, R.M. (2008) ‘Genus of learning relationships: Mentoring and coaching as

communicative interaction’, Development and Learning in Organizations: An International

Journal, pp. 5–8. Available at: https://doi.org/10.1108/14777280910924045.

Dweck, C.S. (2017) Mindset: Changing the way you think to fulfil your potential. revised

edition. London: Robinson.

Gadad, J. et al. (2021) ‘Peer-Mentoring in Design Projects in Project-Based Learning (PBL)

at First-Year Engineering Course’, in Proceedings - Frontiers in Education Conference, FIE.

Institute of Electrical and Electronics Engineers Inc. Available at:

https://doi.org/10.1109/FIE49875.2021.9637253.

Gamage, K.A.A., Perera, D.A.S. and Wijewardena, M.A.D.N. (2021) ‘Mentoring and

coaching as a learning technique in higher education: The impact of learning context on

19
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

student engagement in online learning’, Education Sciences, 11(10). Available at:

https://doi.org/10.3390/educsci11100574.

Hussey, L. and Campbell-Meier, J. (2021) ‘Are you mentoring or coaching? Definitions

matter’, Journal of Librarianship and Information Science, 53(3), pp. 510–521. Available at:

https://doi.org/10.1177/0961000620966651.

Kelley, M. et al. (2022) ‘Reflection through critical friendship: Promoting growth of

teachers’, Frontiers in Education, 7. Available at:

https://doi.org/10.3389/feduc.2022.1056471.

Keramidas, N.L., Queener, J.E. and Hartung, P.J. (2022) ‘Forming mentoring relationships in

graduate education: The role of personality’, Australian Journal of Career Development,

31(2), pp. 118–129. Available at: https://doi.org/10.1177/10384162221107972.

Kline, N. (2022) Time to Think. Available at: https://www.timetothink.com/nancy-kline/

(Accessed: 3 December 2022).

Sotiropoulou, P. and Cranston, S. (2022) ‘Critical friendship: an alternative, “care-full” way

to play the academic game’, Gender, Place and Culture [Preprint]. Available at:

https://doi.org/10.1080/0966369X.2022.2069684.

Toh, R.Q.E. et al. (2022) ‘The role of mentoring, supervision, coaching, teaching and

instruction on professional identity formation: a systematic scoping review’, BMC Medical

Education, 22(1). Available at: https://doi.org/10.1186/s12909-022-03589-z.

Wilson, C. (2022) Nancy Kline’s-Thinking Environment. Available at:

https://www.coachingcultureatwork.com/wp-content/uploads/Nancy-Klines-Thinking-

Environmnet.pdf (Accessed: 29 November 2022).

20
ISSUES IN MENTORING, COACHING AND CRITICAL FRIENDSHIP: P18713

Zavala, A. et al. (2022) ‘Women Empowering Women: A mentoring program’, in IEEE

Global Engineering Education Conference, EDUCON. IEEE Computer Society, pp. 480–

484. Available at: https://doi.org/10.1109/EDUCON52537.2022.9766626.

21