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This paper presents a review of teacher coaching and mentoring approach in terms of its development in the educational realm, underpinning concepts and implementation for teachers’ Continuous Professional Development (CPD). The aim of the paper is to elucidate the competing notions and issues pertinent to the teacher coaching and mentoring approach. A library research on mainstream journals was carried out to find out recent reviews and meta-analyses of teacher coaching and/or mentoring, empirical studies and complemented by online research on the websites of leading coaching and professional development organizations as well as expert consultants, including researchers and authors of key studies. The review indicates gradual patterns of expansion of teacher coaching and mentoring approach that suit a wide range of educational purposes. The review also discloses that teacher coaching and mentoring approach is proven to be a promising practice for teacher learning, teacher change and ultimate improvement in students’ achievement. The outcome of the review has implications on future studies on teacher coaching and mentoring approach and the needs for more validations on the effectiveness of such approach to enhance teachers’ skills, reflective practice and professional development as a whole.

A Review of Teacher Coaching and Mentoring Approach