Guest editorial: Coaching for improvement in education: new insights and enduring questions

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2021-12-07 DOI:10.1108/ijmce-12-2021-110

Chad R. Lochmiller

引用次数: 1

Abstract

This special issue of the International Journal of Mentoring and Coaching in Education (IJMCE) explores matters related to coaching for classroom teachers and school leaders. Specifically, the articles present research demonstrating how coaching improves instructional practice within classrooms and leadership practice in schools and districts. As such, the special issue extends current research related to coaching by considering how this popular professional development strategy can support not only an educator’s personal learning needs but also broader expectations related to school performance. In addition, the pieces featured in this special issue suggest that coaching is a global practice, supporting significant reforms in teaching and learning in a variety of policy and educational contexts. Despite its expansive scope, however, the articles in this special issue suggest that coaching for improvement exhibits some common qualities.

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客座评论:改进教育的指导:新的见解和持久的问题

本期《国际教育指导与辅导杂志》(IJMCE)的特刊探讨了与课堂教师和学校领导辅导相关的问题。具体来说，这些文章展示了研究表明教练如何改善课堂教学实践和学校和地区的领导实践。因此，这期特刊扩展了目前与教练相关的研究，考虑了这种流行的专业发展策略如何不仅支持教育者的个人学习需求，还支持与学校表现有关的更广泛的期望。此外，本期特刊的文章表明，辅导是一种全球性的实践，在各种政策和教育背景下支持教学和学习的重大改革。尽管它的范围很广，但是这期特刊中的文章表明，改进教练表现出一些共同的品质。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.