Why aren’t we better at preparing teachers for the persistent challenges they face? If we agree that there is a gap, Mary Kennedy’s work offers a compelling explanation: as teachers, we are so used to “imparting bodies of knowledge” (p.14) that this dynamic often seeps into teacher education and mentoring relationships. It can feel natural—and even comfortable—for both mentor and mentee to maintain a relationship where the mentor holds most answers.
But is this truly what teachers need? Kennedy argues that teacher education should move away from simply delivering answers and focus instead on helping teachers analyse problems, reflect on their goals, and evaluate different courses of action.
This is where coaching and reflective practice could transform how we support teachers. Unlike traditional mentoring, coaching fosters a different kind of relationship—one where teachers are encouraged to ask questions, challenge their assumptions, and discover their own solutions. However, as Kennedy highlights, time pressures often make it difficult to prioritise reflective practice or sustain coach-like conversations.
What if teacher education not only taught knowledge and techniques but also modelled coaching conversations that helped teachers navigate the complexities of their classrooms? Could this shift bridge the gap between theory and practice?
Much of ‘coaching in education’ focuses on people ‘doing’ things—such as asking powerful questions, active listening, or focusing on the present and future rather than the past. These practices are already incredibly valuable.
But what if we shifted the focus to ‘being’ more coach-like, rather than just ‘doing’? What might that look like in practice? Could it offer a deeper, more sustainable transformation for teachers and the teaching profession?
Reference:
Kennedy, Mary: Parsing the practice of teaching. Journal of teacher education 67, no. 1 (2016): 6-17.
Candida Javaid Coaching & Mentoring 