Coaching for change: redefining the concept of change within a practice-based coaching model

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2022-09-19 DOI:10.1108/ijmce-12-2021-0111

Lindsay Stoetzel, Sandra Taylor-Marshall

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引用次数: 0

Abstract

PurposeAcross K–12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student achievement. Yet, coaching models differ in how to conceptualize change or transformation as a result of coaching efforts.Design/methodology/approachThis case study problematizes the concept of change within one practice-based coaching program, by positing the possibilities of striving for transformational change directed at addressing educational inequities.FindingsQualitative methods reveal how coaching belief statements guide the burgeoning identities of beginning coaches to align to (and at times extend beyond) coaching for change through the lens of teacher practice.Practical implicationsImplications describe ways that coaching programs might utilize reflection and analysis activities to foster more equity-oriented coaching identities, regardless of coaching model.Originality/valueDesigning and facilitating authentic learning opportunities for coaches to reflect, rehearse, connect, and apply knowledge to practice as they develop their own understanding of what it means to coach for change is crucial.

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变革指导:在基于实践的指导模型中重新定义变革的概念

目的在整个K-12环境中，教学辅导作为一种教师专业发展的方法继续蓬勃发展，旨在解决长期存在的学生成绩不平等问题。然而，辅导模式在如何将辅导工作带来的变化或转变概念化方面存在差异。设计/方法论/方法本案例研究通过提出旨在解决教育不平等问题的转型变革的可能性，将变革的概念问题化为一个基于实践的辅导计划。发现定性方法揭示了教练信念陈述如何通过教师实践的视角引导初级教练的新兴身份与教练保持一致（有时甚至超越），以实现变革。实际含义含义描述了教练计划可能利用反思和分析活动来培养更公平的教练身份的方式，无论教练模式如何。独创性/价值为教练设计和促进真实的学习机会，让他们在发展自己对指导变革意味着什么的理解时，反思、排练、联系并将知识应用到实践中，这一点至关重要。

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.