Coaching and teaching performance in higher education: a literature review

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2022-09-20 DOI:10.1108/ijmce-12-2021-0114

Cheryl L. Burleigh, M. Kroposki, Patricia B. Steele, Sherry D. Smith, Dara Murray

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引用次数: 0

Abstract

PurposeThe purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.Design/methodology/approachThe authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.FindingsThrough this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.Practical implicationsDeveloping coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.Originality/valueThis is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.

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高等教育辅导与教学绩效:文献综述

目的:本文献综述的目的是确定高等教育中教师教练的最佳实践，以及有效的教师教练计划对留住优质教师的后续好处。在强调为学生学习提供课程的高等教育中，教师绩效评估并没有得到普遍定义，也没有始终如一地采用指导实践。及时向教师提供教学表现反馈可能是促进专业成长和加强渐进式实践的实施以促进学生学习的一种手段。设计/方法/方法作者对当前关于高等教育教师评估和指导实践的文献进行了内容分析，特别讨论了反馈的质量和及时性以及实践中的差距。通过这项研究，作者收集了改进教师评估、指导和反馈的建议。实际意义发展包括所有高等教育教师的培训计划可能会提高教学绩效，并使教师与机构目标保持一致。本研究的见解可能会推动大学专业发展和辅导项目的结构和流程的发展，从而产生积极的学生学习成果，改善教师之间的关系。原创性/价值这是第一次使用库珀对当前文献的系统检查来探索高等教育中教师支持、指导和发展的主题。

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.