Experiencing the future: preservice teacher perceptions of the solution-focused brief coaching approach

Abstract

Purpose

The purpose of this study was to describe teacher candidate perceptions of the influence of solution-focused brief coaching (SFBC) sessions on movement toward self-identified outcomes. The SFBC approach emanated from the London-based organization BRIEF: The Centre for Solution Focused Practice (BRIEF, n.d.).

Design/methodology/approach

This qualitative study engaged ten participants in two SFBC sessions. In the first coaching session, participants identified a “preferred future” and described what would be happening when it came to fruition. Coaches employed SFBC elements such as the “miracle question,” scaling questions, descriptions of strengths and recognition of resources already in place (Iveson et al., 2012). In the second session, following coaching, participants shared their perceptions and experiences of the SFBC process.

Findings

All participants reported movement toward desired outcomes, and their perceptions of the SFBC process revealed five themes: an increase in positive emotion, enhanced self-efficacy, value in the co-construction of their preferred future, the coaching process as a catalyst for actualizing their preferred future and adoption of a solution-focused lens in other contexts.

Originality/value

This study answers the call for additional research in three areas: it provides data from completed SFBC sessions, examines participant follow-up on progress toward their preferred futures and provides insight regarding the coaching relationship dynamic. In addition, it provides qualitative findings for the SFBC approach, which have traditionally been dominated by quantitative results.

Citation

McNulty, C.P. and Smith, L.W. (2022), "Experiencing the future: preservice teacher perceptions of the solution-focused brief coaching approach", International Journal of Mentoring and Coaching in Education, Vol. 11 No. 1, pp. 35-51. https://doi.org/10.1108/IJMCE-01-2021-0026