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1 – 10 of over 2000
Article
Publication date: 6 June 2016

Deborah M. Netolicky

The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of…

1742

Abstract

Purpose

The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching.

Design/methodology/approach

A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model.

Findings

This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.”

Originality/value

In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.

Article
Publication date: 27 January 2021

Jodie Lynn Brinkmann, Carol Cash and Ted Price

This paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key…

1258

Abstract

Purpose

This paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.

Design/methodology/approach

This qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.

Findings

The findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.

Research limitations/implications

Investigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.

Originality/value

The cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Abstract

Details

Rewriting Leadership with Narrative Intelligence: How Leaders Can Thrive in Complex, Confusing and Contradictory Times
Type: Book
ISBN: 978-1-78756-776-4

Article
Publication date: 1 December 1995

Bruce G. Barnett

An important function of mentoring is to assistprotégés in becoming autonomous professionals who reflectand solve problems as experts. The emerging literature on…

4865

Abstract

An important function of mentoring is to assist protégés in becoming autonomous professionals who reflect and solve problems as experts. The emerging literature on information processing, reflective practice, and expertise indicates: experts solve problems differently than novices; and learners who participate in a structured instructional programme can learn these higher‐order conceptual skills. Based on these findings, examines the principles and practices of cognitive coaching as a viable means for mentors to use in developing the reflective and problem‐solving expertise of their protégés. Provides practical suggestions for how mentor/coaches can utilize reflective questioning strategies, clarify and probe responses, and take a non‐judgemental stance. Concludes with an overview of a training model which would prepare and support mentors in their attempt to assist protégés in becoming self‐directed, expert problem solvers.

Details

Journal of Educational Administration, vol. 33 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 12 July 2018

Chin-Yuan Lai and Yung-Chin Yen

This paper aims to illustrate how mobile devices could be applied to substantiate cognitive apprenticeship model to optimize nursing students’ learning experiences in…

Abstract

Purpose

This paper aims to illustrate how mobile devices could be applied to substantiate cognitive apprenticeship model to optimize nursing students’ learning experiences in clinical settings.

Design/methodology/approach

Eight female students from a nursing college in Taiwan were recruited in this study. They enrolled in a three-week nursing clinical practicum session in the area of psychiatric nursing.

Findings

Analysis of interview data from students and instructor showed that use of the mobile technology could promote the effectiveness of cognitive apprenticeship model, especially for processes of reflection, coaching, scaffolding and articulation.

Originality/value

The present study intended to bridge the gap between mobile technologies and cognitive apprenticeship. This study explores students’ experiences and expectations of using mobile technology in clinical nursing courses and clarifies how the cognitive apprenticeship model fits students’ experiences during using mobile technology in the clinical nursing course.

Details

Interactive Technology and Smart Education, vol. 15 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 25 February 2014

Davide Celoria and David Hemphill

– The purpose of this paper is to examine the practice of new principal coaching in schools from the coaches’ perspective.

1650

Abstract

Purpose

The purpose of this paper is to examine the practice of new principal coaching in schools from the coaches’ perspective.

Design/methodology/approach

Six coaches of new principals were interviewed over a one-year period. Through the use of a qualitative, constant-comparative approach, the participants’ voices were used to discover their views. Data analysis employed emergent coding (Creswell, 2008; Denzin, 2005; Glaser and Strauss, 1998; Spradley, 1979). The study took place in the San Francisco Bay Area, a linguistically and ethnically diverse area, in the state of California, USA.

Findings

Thematic analysis of interview data from principal coaches revealed a process-oriented focus within principal coaching as a primary finding. Process-oriented coaching, rather than specific, skill-focussed content, was the main mechanism coaches used to support new principals.

Research limitations/implications

Findings are limited to the sample of principal coaches used for this analysis, although there are potential applications to similar school settings in other locations. Researchers are encouraged to examine new principal coaching in other contexts.

Practical implications

The results of this inquiry point to the importance of process skills in new principal coaching, suggest the need for new approaches in principal mentoring programs, and call for further research on specific process tools in coaching to promote reflection and inquiry.

Originality/value

The paper identifies process-oriented coaching as a valuable support mechanism for new principals, particularly during their first year in the role.

Details

International Journal of Mentoring and Coaching in Education, vol. 3 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 6 May 2015

Melissa Mosley Wetzel, James V. Hoffman and Beth Maloch

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call…

Abstract

Purpose

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call this tool RCA, or Retrospective Coaching Analysis, and it is based on Goodman’s (1996) work on Retrospective Miscue Analysis. We also provide examples of how cooperating teachers used videos to identify important moments of practice to elicit reflection with their preservice teachers.

Methodology/approach

We collected video recordings of cooperating teacher/preservice teacher pairs engaging in mentoring conversations using videos of preservice teachers’ practice.

Findings

In this chapter, we focus on the cooperating teachers’ choices about when to stop the video to engage in reflection with their preservice teachers. In selecting a focus point for the RCA Event, the CTs chose moments that met some of these four criteria: appreciative, learner-focused, disruptive, and/or generative. We also found the challenges in selecting focus points and in staying with moments of video long enough to generate reflection, which made the model of mentoring challenging to implement.

Research limitations/implications

The analysis of this reflective mentoring tool has led to revisions in our theoretical model of coaching, as described in this chapter. The research suggests the importance of closely examining reflective talk between cooperating teachers and preservice teachers. Our work also illustrates a shift in the use of video in preservice teaching from a video-case based perspectives to reflection embedded in practice.

Practical implications

Our study suggests the importance of selecting moments of practice as the basis for mentoring and coaching, but the research helped us to understand that RCA has affordances and constraints, and therefore, should be a tool for teachers to use flexibly within our theoretical model of Coaching with CARE.

Originality/value

Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
ISBN: 978-1-78441-676-8

Keywords

Article
Publication date: 27 January 2021

Ann Marie Wernick, Jillian Marie Conry and Paige Daniel Ware

This study investigates how debrief conversations unfold during virtual coaching sessions that provide embedded opportunities to practice teaching within a mixed reality…

Abstract

Purpose

This study investigates how debrief conversations unfold during virtual coaching sessions that provide embedded opportunities to practice teaching within a mixed reality simulation (MRS). We examine how teacher and coach topical episodes function (agreeing, explaining, clarifying, probing, recapping, reflecting and suggesting) to activate reflection as part of virtual coaching.

Design/methodology/approach

Grounded in Vygotsky's sociocultural theory and the belief that learning is collaborative and impacts how pre- and in-service teachers construct knowledge, this exploratory case study draws on insights from 15 graduate students (5 pre-service teachers (PSTs) and 10 in-service teachers (ISTs)) who participated in virtual coaching with embedded practice opportunities. Data sources were video recordings and transcripts of 15 virtual coaching sessions, and one-on-one postcoaching interviews. Coding categories were determined through the constant comparative analysis method.

Findings

Findings indicate that an MRS provides an immediate context for reflection, which guided the debrief conversations. Additionally, functions occurred with varying frequency among PSTs and ISTs, and across both groups, probing questions often led directly to reflecting and recapping the shared simulation context.

Research limitations/implications

This study had a small sample (n = 15) and the use of an MRS, while widely used, is not necessarily a scalable practice.

Originality/value

In times of remote teaching, like during corona virus 2019 (COVID-19), opportunities to simulate clinical experiences become vital. With a limited research base, learning how teachers engage with and learn from simulated experiences is a key to creating rich learning opportunities for teachers.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 30 March 2012

Morten Emil Berg and Jan Terje Karlsen

The focus of this paper is on management training and development. The purpose has been to address how coaching can be applied to learn about leadership tools and what…

7155

Abstract

Purpose

The focus of this paper is on management training and development. The purpose has been to address how coaching can be applied to learn about leadership tools and what effect this has on management behaviour and development.

Design/methodology/approach

This is a qualitative case study of a management development program. The empirical data were obtained using in‐depth interviews, surveys, and observations. In addition to investigating the 14 participants, data were also collected from their superiors and subordinates.

Findings

One of the main findings is that coaching is a helpful training process to learn about the manager's toolbox and to develop new management behavior. Furthermore, data revealed that the management training should be based on the specific work challenges that the participants experience at their workplace. Based on a variety of work challenges, the participants highlighted the following tools as most important: emotional intelligence, empowerment, self‐management, signature‐strengths, and positive emotions.

Research limitations/implications

Future research should apply a more comprehensive research design, for example, using a control group.

Practical implications

Data analysis shows that coaching is a management training process where the participants can learn to solve real work challenges. By trial and testing at their own workplace, managers learn how to use appropriate tools and change their behaviour. As part of the learning process the authors recommend debriefing where the managers can get feedback and inspiration for self‐reflection. Furthermore, through team and peer coaching, the managers can help each other learn. The authors also recommend that the participant's superiors and subordinates should be involved in the training process.

Originality/value

In this research the authors have studied coaching as a learning and training method applying leadership tools.

Details

Journal of Workplace Learning, vol. 24 no. 3
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 6 August 2021

Wilmar Cidral, Carlos Henrique Berg and Maria Lúcia Paulino

The major contribution of this paper is to propose a theoretical framework to coachee success and to identify the most relevant resources for coachee success.

Abstract

Purpose

The major contribution of this paper is to propose a theoretical framework to coachee success and to identify the most relevant resources for coachee success.

Design/methodology/approach

This article attempts to determine the constructs of coaching success through a systematic literature review. The review identified 1,048,880 papers. From these, the authors selected 39 articles for the research. From these articles, the main elements of coaching success were identified.

Findings

The main elements of coaching success are coach quality, coachee engagement, coaching process, coaching reflection, behaviors resulting from coaching and coachee success. Coach quality, coaching process and coachee are often considered as key variables to success. Coachee's behavior is linked to performance but approaches to effectful coaching vary.

Practical implications

Coachee success is connected with the coach's emotional skills and the formality process. Success requires communication, interpersonal relationship, planning, goal setting and progress monitoring. An interplay between the coach and the coachee's emotional skills and the formality process enables success. In business, where employees usually work in their chosen profession, coaching is a tool for education and improvement that brings positive results to the organization.

Social implications

On a personal level, it can lead to greater self-knowledge and to improvement in the quality of life. Coaching as a facilitator of the coachee's success must be more than a process in itself. It is a way of allowing the coachee to make a critical contribution in a broader context to an organizational culture that values human capital.

Originality/value

It contributes to the understanding of the mechanisms that lead to success in coaching. This systematic review adds to the few articles found on coachee success from over a million papers analyzed. It offers a proposed theoretical framework to coachee success, through a holistic approach.

Details

International Journal of Productivity and Performance Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-0401

Keywords

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