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Experiences of coaching in team learning

Angélique du Toit (Sheffield Hallam University, Sheffield, UK)
Stefanie Reissner (Newcastle University Business School, Newcastle University, Newcastle, UK)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 8 June 2012




The purpose of this paper is to provide empirical evidence of the supportive role of coaching in team learning and professional development on a bespoke vocational university course for frontline family support workers.


This paper is informed by a social constructionist view of coaching and adult learning. Data were collected through six qualitative in‐depth interviews with course participants and one group interview and were interpreted using thematic analysis.


Course participants identified the learning environment, the course content, varied teaching and learning methods, and inclusion of coaching in the course as the main elements that supported their learning. The course has enabled them to develop on both personal and team level in their daily work and to achieve superior performance.

Research limitations/implications

More research into the role of coaching to facilitate team learning of frontline employees from different organizational settings is required.

Practical implications

Adult educators designing bespoke university courses need to provide opportunities for social interaction among course participants as well as opportunities for advanced personal and professional development.


The research reported in the paper focuses on the role of coaching to enhance team learning in a multi‐disciplinary team of family support workers.



du Toit, A. and Reissner, S. (2012), "Experiences of coaching in team learning", International Journal of Mentoring and Coaching in Education, Vol. 1 No. 3, pp. 177-190.



Emerald Group Publishing Limited

Copyright © 2012, Emerald Group Publishing Limited

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