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C.O.A.C.H: A cross-national study of coach training for teachers across 5 countries

McCusker, S.; Welply, O.

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Authors

S. McCusker



Abstract

The purpose of the current study is to examine stakeholder perceptions of coaching principles and practice within a coach training programme with experienced teachers across 5 countries. Semi-structured interviews were carried out with professionals working with fellow teachers undergoing coach training. The aim of the interviews was to collect perceptions of those who work with coach trainees, in terms of changes in their practice and attitude. In addition, a survey was administered to those teachers undergoing coach training to elicit self-reported ideas of competency and relevance of the competence details within the ICF guidelines. The outcomes of the study imply that coach training can achieve early and rapid improvements to practice, with wider positive effects within schools. The procedural aspects of coaching were more easily achieved and practised by trainees. Those aspects which required higher-order practices or changes in attitude and beliefs were less readily adopted and were often seen as less important to coaching practice. However, there is a reason for optimism in that those attributes that are recognised as important are reported as being achieved at higher levels and there appears to be potential for a pedagogical approach to the development of coaching competencies.

Citation

McCusker, S., & Welply, O. (2021). C.O.A.C.H: A cross-national study of coach training for teachers across 5 countries. Coaching: An International Journal of Theory, Research and Practice, 14(1), 39-61. https://doi.org/10.1080/17521882.2020.1735463

Journal Article Type Article
Acceptance Date Jan 20, 2020
Online Publication Date Mar 5, 2020
Publication Date Jan 1, 2021
Deposit Date Jan 24, 2020
Publicly Available Date Mar 5, 2021
Journal Coaching: An International Journal of Theory, Research and Practice
Print ISSN 1752-1882
Electronic ISSN 1752-1890
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 14
Issue 1
Pages 39-61
DOI https://doi.org/10.1080/17521882.2020.1735463

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