Coaching in Adult Education Context Education Term Paper

I have uploaded ARTICLES THAT ARE REQUIRED TO BE IN THE PAPER READ AND REFERENCED ALSO AT LEAST 4 OR MORE OUTSIDE SOURCES A TOTAL OF 15 OR MORE REFERENCES REQUIRED. PLEASE READ ALL INTRUCTIONS AS THE LAST TIME WE HAD TO REVISE AS IT WAS NOT READ. THIS IS MY FINAL TERM PAPER.
REQUIRED READINGS:
Gray, D. E., Garvey, B., & Lane, D. A. (2016). Competence and performance for coaching and mentoring: A contested discourse, In A critical introduction to coaching and mentoring: Debates, dialogues and discourses (pp. 75–92). Sage.
Gray, D. E., Garvey, B., & Lane, D. A. (2016). Professionalization and ethics, in A critical introduction to coaching and mentoring: Debates, dialogues and discourses (pp. 245–264). Sage.
The objective of this assignment is to write a critical paper which examines and gives a critical overview of professionalism, ethics and excellence in coaching and /or mentoring.
Instructions
The paper should be approximately 3000 words in length (excluding references).
There are two chapters from the course textbook (Grey at al., 2016) for this assignment (Chapters 4 and 12) and an article (Turner & Passmore, 2018).
Completing the assignment also requires that you refer to The Global Code of Ethics and The International Coaching Federation – Core Competencies. It is recommended that in addition you read beyond the course literature (a minimum of 4 other articles).
A good idea is to skim read the required readings initially to identify the relevant discourses and sections you will want to focus on, before re-reading for deeper understanding. You can choose to focus on ‘coaching’, ‘mentoring’, or ‘coaching and mentoring’ and you must make it clear in the introduction which of these is your focus.
The critical paper you are required to write is an academic paper. It does not need an abstract; however, you must include a reference list. All works you cite in your paper must be included in alphabetical order; do not include any works that are not cited in your paper. Use the most recent (7th ed.) American Psychological Association (APA) style of writing and referencing (i.e., clear, concise, critically reflective and include citations to support what you write) throughout your paper. Become familiar with the rubric and the criteria for marking. If you have any questions, please contact your instructor.
The paper is a critical assessment of the essential elements and prerequisites for excellence in coaching and/or mentoring within an adult education context. Key considerations are ethics, ethical codes and professionalism. In your discussions refer to the European Mentoring and Coaching Council (EMCC) Competence Framework and to the Global Code of Ethics. Consider these internationally recognised professional standards in relation to your critical assessment of the knowledge skills, behaviours, attitudes, and attributes of ethical and effective coaching and/or mentoring.
Structure the paper logically, with an introduction, subheadings that delineate the areas under consideration, and a conclusion that summarises the main points. Use examples and evidence throughout and draw on your own work context and experience only sparingly and when appropriate.
The discussion can encompass benefits to individuals and to organizations, the conditions that support excellence and some of the challenges and barriers to professionalism and excellence in coaching and/or mentoring. Include a brief discussion about the theoretical frameworks in adult education and learning that might underpin excellence. Include some speculation about the future in your discussions and draw on the readings and from the literature from this course.
Required Textbook Readings (for Assignment)
Gray, D. E., Garvey, B., & Lane, D. A. (2016). Competence and performance for coaching and mentoring: A contested discourse, In A critical introduction to coaching and mentoring: Debates, dialogues and discourses (pp. 75–92). Sage.
Gray, D. E., Garvey, B., & Lane, D. A. (2016). Professionalization and ethics, in A critical introduction to coaching and mentoring: Debates, dialogues and discourses (pp. 245–264). Sage.
Required Articles (for Assignment)
Turner, E., & Passmore, J. (2018). Ethical dilemmas and tricky decisions: A global perspective of coaching supervisors’ practices in coach ethical decision-making. International Journal of Evidenced Based Coaching and Mentoring, 16(1), 126–142. https://search-ebscohost-com(dot)libraryservices(dot)yorkvilleu(dot)ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=bth&AN=133417049
Required other resources
The European Mentoring and Coaching Council (EMCC) Competence Framework https://emccuk(dot)org/Public/Professional_Development/Competence_Framework/Public/1Resources/Competence_Framework.aspx?hkey=ad98bd86-8bb8-4435-913d-5258f6774375
The Global Code of Ethics. https://www(dot)emccouncil(dot)org/quality/ethics/ and https://emccuk(dot)org/common/Uploaded%20files/Global-Code-of-Ethics-v2-2.pdf
Chapter(s) from textbook:
Gray, D. E., Garvey, B., & Lane, D. A. (2016). Research in coaching and mentoring. In A critical introduction to coaching and mentoring: Debates, dialogues and discourses (pp. 265–286). Sage.
Gray, D. E., Garvey, B., & Lane, D. A. (2016). Coaching and mentoring and the future. In A critical introduction to coaching and mentoring: Debates, dialogues and discourses (pp. 287–310). Sage.
Parker, L., & Vetter, D. (2020). Community .In Mentoring each other: Teachers listening, learning, and sharing to create more successful classrooms (pp. 108–131). Pembroke Publishers Limited.
Articles:
de Haan, E. (2019). A systematic review of qualitative studies in workplace and executive coachi