{"title":"Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period","authors":"Gülüzar Şule Tepetaş Cengiz , Mazhar Bal","doi":"10.1016/j.tate.2025.105134","DOIUrl":null,"url":null,"abstract":"<div><div>This study aimed to examine the implementation effects and processes of coaching practices in retelling activities through a case study design. Data collection employed semi-structured interviews and participant diaries, analyzed through content analysis. Initial findings indicated partial participant readiness regarding coaching principles. During implementation, coaching enhanced teacher motivation, and according to teachers' perceptions, this may have positively influenced children's learning motivation and cognitive-affective development. Post-implementation revealed increased teacher collaboration and professional development, while teachers reported that students demonstrated improvements in linguistic, social, and affective domains. Recommendations include organizing activities according to learning styles and addressing material insufficiency and technical challenges.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105134"},"PeriodicalIF":3.9000,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25002112","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study aimed to examine the implementation effects and processes of coaching practices in retelling activities through a case study design. Data collection employed semi-structured interviews and participant diaries, analyzed through content analysis. Initial findings indicated partial participant readiness regarding coaching principles. During implementation, coaching enhanced teacher motivation, and according to teachers' perceptions, this may have positively influenced children's learning motivation and cognitive-affective development. Post-implementation revealed increased teacher collaboration and professional development, while teachers reported that students demonstrated improvements in linguistic, social, and affective domains. Recommendations include organizing activities according to learning styles and addressing material insufficiency and technical challenges.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.