Transformative Learning Through Group Coaching

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Transformative Education Pub Date : 2023-05-26 DOI:10.1177/15413446231178897

Björn Peters, Michael Göhlich

引用次数: 1

Abstract

Our study examines transformative learning outcomes of a group coaching format in a postgraduate program of a German University that is based on the cognitive-developmental approach to coaching. We administered a survey based on Kirkpatrick’s 4-Level Evaluation Model and its advancement by Alliger et al. that includes items from the Transformative Outcomes and Processes Scale. Findings suggest that the group coaching was effective on all levels and fostered transformative learning.

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通过小组指导进行变革学习

我们的研究考察了德国一所大学研究生课程中基于认知发展指导方法的小组指导形式的变革性学习成果。我们根据Kirkpatrick’s 4-Level Evaluation Model进行了一项调查，其中包括来自变革结果和过程量表(Transformative Outcomes and Processes Scale)的项目。研究结果表明，小组辅导在各个层次上都是有效的，并促进了变革学习。

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

Journal of Transformative Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

20.00%

发文量

期刊介绍： The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.