教学辅导对教师的感知效益

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jennifer Marie Warnock, M. Gibson‐Sweet, Christian J. van Nieuwerburgh
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引用次数: 3

摘要

教师教学已演变为一种专业发展形式。这些干预措施的好处已经在学生、教师和学校的结果方面得到了检验,但本文的目的是提出一项与教师自己认为的教学辅导(Knight, 2006)对教师的好处有关的调查。设计/方法/方法本研究采用主观主义方法和建构主义范式立场(Morgan和Burrell, 1985)。对英国一所中学的教师进行了11次半结构化的面对面访谈(King, 2019)。使用主题分析对数据进行解释和分析(布劳恩和克拉克,2006年)。研究表明,参与研究的教师有以下四个好处,这与文献综述非常吻合:改善人际关系、意识、反思和加强实践。参与者报告的第五个感知到的好处是积极的态度,这体现了一种自信、动力和积极的感觉。研究局限性/启示研究结果基于小样本的自我报告数据。因此,不可能概括这些发现,但主题分析被用来理解更广泛背景下的看法和见解(里奇和刘易斯,2003)。本研究建立在关注教师感知利益的文献基础上。研究结果普遍支持当前的理论认识。一所英国学校的教师对教学辅导益处的感知的探索结果有助于有关辅导益处的新兴文献。教师感知到的积极态度的好处似乎并没有在文献中被确定。在实践中,这项研究提高了人们对教练对教育工作者可能带来的好处的认识。作者建议教育工作者、政策制定者和教育领导者应该进一步探索在教育环境中进行辅导的潜在好处。利用教师的感知,该研究进一步证实了辅导是支持教育工作者加强实践的有效方法。原创性/价值这篇论文满足了一种明确的需要,即更好地理解教师认为的教练的好处。这种理解将有助于学校领导和政策制定者考虑如何在教育环境中最好地利用辅导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The perceived benefits of instructional coaching for teachers
PurposeCoaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes, but the purpose of this paper is to present an investigation relating to the benefits of instructional coaching (Knight, 2006) to teachers as perceived by the teachers themselves.Design/methodology/approachThe study utilises a subjectivist approach with a constructivist paradigmatic stance (Morgan and Burrell, 1985). Eleven semi-structured, face-to-face interviews were conducted (King, 2019) with teachers at a secondary (high) school in the UK. The data were interpreted and analysed using thematic analysis (Braun and Clark, 2006).FindingsThe research suggests the following four benefits to the teachers who participated in the study, which aligned well with the literature review: improved relationships, awareness, reflectiveness and enhanced practice. A fifth perceived benefit reported by the participants was positive attitude, which captured a sense of increased confidence, motivation and positivity.Research limitations/implicationsFindings were based on the self-reported data of a small sample. Therefore it is not possible to generalise the findings but Thematic Analysis was used to understand perceptions and insights in a wider context (Ritchie and Lewis, 2003). This research builds on the literature focusing on perceived benefits to teachers. Findings generally support current theoretical understanding. The results of this exploration of the teacher perception of benefits of instructional coaching in one UK school contributes to the emerging literature about the benefits of coaching. The teacher perceived benefit of positive attitude does not appear to be identified in the literature.Practical implicationsIn practice, this study raised awareness of the possible benefits of coaching to educators. The authors recommend that educators, policymakers and educational leaders should further explore the potential benefits of coaching in education settings. Utilising teacher perception, the study further confirms coaching to be a useful way of supporting educators to enhance their practice.Originality/valueThis paper fulfils an identified need to gain a better understanding of teacher-perceived benefits of coaching. This understanding will support school leaders and policymakers who may be considering how to best leverage coaching in educational settings.
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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
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.
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