From reflection to mentorship

AI-generated picture by Prof. Jonathan Acuña Solano in October 2025

Introductory Note to the Reader

Every time I have my usual morning and intellectually stimulating conversations with my partner, Mark
Cormier, Head of Recruitment and Training at the Centro Cultural, I find myself more engaged in
exploring professional development structures that help teachers move beyond the paradigms they have
held onto for too long.
As a seasoned professional with over thirty years of experience, I still believe I have a say in this field
and that I can contribute to ongoing discussions on teacher development. My motivation to write this
paper emerges from my conviction that reflection must lead to mentorship, an institutionalized form of
guidance and collaboration that truly transforms teaching practices in communicative language
classrooms.

From Reflection to Mentorship: Coaching Models for

Sustained Teacher Growth in Communicative

Language Teaching
 Abstract Keywords:
This paper explores the transition from reflective practice to Reflective Practice,
structured mentorship and coaching in English Language Teacher Mentorship,
Teaching (ELT). While reflection has long been recognized as Coaching, Professional
a cornerstone of teacher development (Schön, 1983; Farrell, Development, ELT,
2019), it often remains an isolated or individual endeavor that Kirkpatrick Model,
fails to generate sustained institutional change. Drawing on the Communicative
works of Richards and Farrell (2005), Burns (2010), Freeman Language Teaching
(2016), and Timperley (2011), this essay argues that
mentorship operationalizes reflection by embedding it within
dialogic, collaborative, and context-sensitive frameworks. The
integration of the Kirkpatrick Model (1994) into mentoring
practices offers a measurable and structured pathway for
evaluating behavioral and institutional transformation.
Ultimately, this paper proposes mentorship and coaching as
human-centered vehicles for professional growth, consistent
with the communicative ethos of ELT.
Resumen
Este artículo explora la transición de la práctica reflexiva individual hacia la mentoría y el
acompañamiento estructurado en la enseñanza del inglés (ELT). Aunque la reflexión se ha
considerado durante décadas la base del desarrollo docente (Schön, 1983; Farrell, 2019),
en muchos casos no logra traducirse en cambios sostenibles a nivel institucional. Basado
en los aportes de Richards y Farrell (2005), Burns (2010), Freeman (2016) y Timperley
(2011), se argumenta que la mentoría convierte la reflexión en un proceso colaborativo y
dialógico que fomenta el crecimiento profesional. La integración del Modelo de Kirkpatrick
(1994) dentro de los programas de mentoría permite evaluar de forma estructurada el
cambio conductual y los resultados institucionales. En última instancia, la mentoría se
presenta como un vehículo humano y comunicativo que fortalece el desarrollo profesional
en la enseñanza del inglés.
Resumo
Este artigo investiga a transição da prática reflexiva para a mentoria e o coaching
estruturado no ensino de inglês (ELT). Embora a reflexão tenha sido reconhecida como
base do desenvolvimento profissional (Schön, 1983; Farrell, 2019), ela frequentemente
permanece um exercício individual, sem impacto coletivo. A partir das contribuições de
Richards e Farrell (2005), Burns (2010), Freeman (2016) e Timperley (2011), argumenta-
se que a mentoria transforma a reflexão em um processo colaborativo que favorece a
aprendizagem docente contínua. A aplicação do Modelo de Kirkpatrick (1994) fornece um
quadro avaliativo para medir mudanças comportamentais e resultados institucionais.
Assim, a mentoria e o coaching são apresentados como caminhos humanos e
comunicativos para o crescimento profissional sustentável no ELT.

Introduction
Professional development in English Language Teaching (ELT) has long
depended on reflective practice (reflective journaling) as a foundation for
pedagogical and professional growth. However, reflection alone, though powerful
as an individual cognitive and emotional process, often fails to translate into
sustained institutional and personal change. The next step in teacher learning and
training involves transforming individual reflection into shared mentoring practices
that strengthen collective expertise (hopefully through a CoP - Community of
Practice). This transition aligns with the communicative nature of language
education, in which dialogue, scaffolding, and human interaction are integral to
student learning. As Richards and Farrell (2005) noted, “teachers learn best when
they work collaboratively on shared concerns” (p. 7), things that probably stem out
of classroom delivery. Therefore, mentoring serves as both the operational and
human dimension of reflection, allowing educators to turn insights into guided
professional transformation for the sake of communicative teaching.
The Limits of Reflection in Isolation
Schön’s (1983) seminal concept of reflection-in-action and reflection-on-
action established the foundation for autonomous professional learning. It is
essential that language teachers engage in reflective cycles to analyze classroom
practices, recognize decision-making patterns, and respond to contextual
challenges. Yet, as Farrell (2019) argues, reflection without social validation or
dialogic feedback can become introspective rather than developmental. The
solitary teacher may recognize personal limitations but lack the structural or
emotional support to overcome them; that is why a teacher coach is necessary. In
institutional settings such as higher order institutions or language schools, this
isolation often leads to stagnation or burnout rather than growth, especially if these
reflective cycles are compulsory and lack a real follow-up structure. Therefore,
while reflection remains indispensable, it must evolve into a dialogic process where
professional learning becomes a shared responsibility, not a one-person burden.
Mentorship as the Socialization of Reflection
Teacher mentorship and coaching transform reflection into a collaborative
pedagogical and fruitful endeavor. Richards and Farrell (2005) describe mentoring
as “a developmental relationship in which a more experienced teacher supports
the professional growth of a less experienced colleague” (p. 52). A relationship like
this one described by Richards and Farrell embodies Vygotsky’s (1978)
sociocultural principle that learning occurs through interaction within the teacher’s
zone of proximal development. Within the ELT context, mentorship allows novice
teachers to translate “bookish” theory into practice through guided in-class
experimentation with adjustments in lesson plan and practice activities,
observation protocols to self-observe one’s class or a peer’s, and feedback
sessions to delve into the class continuum. Burns (2010) reinforces this idea
through her work on collaborative action research, emphasizing that shared inquiry
enhances not only individual competence but also collective institutional learning.
 Mentorship thus bridges Schön’s reflective model with Kirkpatrick’s (1994)
evaluation framework by providing mechanisms for observable behavioral change
(Level 3) and institutional results (Level 4). When reflective practices are integrated
into structured mentoring systems, teacher development transcends the individual
level and becomes an embedded component of institutional culture.
Coaching as a Vehicle for Sustained Professional Learning
While teacher mentorship often implies hierarchical relationships, coaching,
on the other hand, emphasizes reciprocity and co-construction of pedagogical and
teaching knowledge of one’s subject matter. Timperley (2011) conceptualizes
coaching as a process through which teachers collaboratively analyze practice,
engage with evidence, and make informed instructional adjustments. This model
proposed by Timperley aligns with Freeman’s (2016) notion of teacher expertise
as socially situated cognition, where knowledge evolves through guided
participation and interaction. That is, teacher coaching encourages teachers to
engage in “reflective dialogue” (Farrell, 2022, p. 4) that fosters metacognitive
awareness and practical experimentation. This type of coaching language
teachers can lead to a better understanding of sound pedagogical and
communication-oriented practices to move away from traditional teaching
practices in the classroom.
In communicative language teaching, coaching becomes particularly
relevant because it mirrors the principles of interaction, negotiation of meaning,
and feedback that underpin the approach itself. A coaching framework allows
teachers to experience the same communicative dynamics they aim to create for
their learners, thereby reinforcing pedagogical consistency between teaching and
professional learning.
Institutionalizing Mentorship for Sustainable Growth
To ensure professional development continuity, teacher reflection and
mentorship must be institutionalized within structured professional learning
systems; it cannot be an isolated attempt to move language instructors out of their
zone of current development, as Vygotsky would say. It is for this reason that Burns
(2010) and Richards and Farrell (2005) advocate for the integration of mentoring
programs into teacher development policies, ensuring that experienced
practitioners are trained as mentors and recognized as key contributors to
organizational learning. Freeman (2016) further emphasizes the need for reflective
accountability, systems that encourage ongoing inquiry rather than top-down
evaluation. Any of these proposals aims at equipping language teachers with
reflective tools that can help them adjust or change behavior that is not helping
boost student learning.
Through various academic posts on the blob, I have been insisting that the
Kirkpatrick Model provides a practical framework for assessing the impact of
mentorship initiatives. At Level 1 (Reaction), institutions can gather feedback on
mentor–mentee relationships and serves as a needs analysis; at Level 2
(Learning), the evaluation of the acquisition of pedagogical knowledge can be
assessed; at Level 3 (Behavior), language companies, higher education
institutions, or language schools can observe the application of new practices
within the classrooms; and at Level 4 (Results), improvements in student
engagement and achievement can be assessed. This integration ensures that
mentorship programs not only foster teacher reflection on classroom delivery but
also demonstrate measurable outcomes that justify their institutional sustainability
to continue helping instructors move out of their zone of current development.
Challenges and Ethical Considerations
Despite its benefits, teacher mentoring requires careful implementation to
avoid reinforcing hierarchies (academic heads, coordinators, supervisors and
supervisees) or fostering dependency (If not being told, “I won’t do it.). Hargreaves
(1998) cautions that emotional dynamics within professional relationships can lead
to tension if not managed with empathy and respect. For this reason, effective
mentorship demands emotional intelligence (Goleman, 1995) and inner-cultural
awareness, particularly in ELT environments where the vast majority of the
members of the cohort of teachers have the same country of origin. Additionally,
institutions must balance mentorship with autonomy, ensuring that reflective
dialogue empowers teachers rather than prescribing conformity.
Conclusion
The evolution from reflection to mentorship represents the maturation of
professional development in ELT. By incorporating reflective practices such as
structured reflective journaling within structured coaching systems, institutions can
ensure that teacher learning becomes continuous, dialogic, and contextually
grounded. Mentorship not only extends Schön’s reflective paradigm but also fulfills
the upper levels of Kirkpatrick’s model by fostering observable behavioral change
and institutional transformation. Ultimately, mentorship operationalizes the
communicative ethos of ELT within the professional domain, where meaning,
growth, and human connection converge to sustain excellence in teaching.

References
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners.
Routledge.
Farrell, T. S. C. (2019). Reflective practice in ELT: What, why, and how? Equinox Publishing.
Farrell, T. S. C. (2022). Reflective practice for language teachers: New research, approaches, and
insights. Bloomsbury Academic.
Freeman, D. (2016). Educating second language teachers. Oxford University Press.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–
854. https://doi.org/10.1016/S0742-051X(98)00025-0
Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. Berrett-Koehler.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for
teacher learning. Cambridge University Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Timperley, H. (2011). Realizing the power of professional learning. Open University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard
University Press.

Reflective Online Teaching

by Prof. Jonathan Acuña Solano
From Reflection to Mentorship: Coaching Models for Sustained Teacher Growth in
Communicative Language Teaching

https://reflective-online-teaching.blogspot.com/2025/10/from-reflection-to-mentorship-
coaching.html