The current article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted in technical secondary vocational education. The results show that schools meet various fundamental issues in realising this approach. Characteristics like coaching, reflection and authenticity are scarcely found.
The goal of this study is to investigate the process of coaching a mentor of experienced teachers. In particular, the authors sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor experienced cognitive dissonance on several occasions during the coaching conferences when she discovered her use of directive behaviors in some interactions with mentees. Eventually, the mentor resolved this dissonance, primarily by changing her beliefs about mentoring and shifting from a nondirective to an eclectic platform.
This study focused on a crucial component of literacy coaches’ professional lives – the redelivery of professional development in Reading First. The authors interviewed two literacy coaches in the Georgia Reading First curriculum model about how they redelivered professional development. The coaches negotiate competing discursive forces, frame success and represent their practices in different and complex ways despite the assumed uniformity of Reading First redelivery.
This article describes Lebanese teachers’ views on Continuing Professional Development (CPD). The teachers expressed their views on what constitutes effective CPD, why this is needed and how this influences their practice. Findings showed that CPD in Lebanon focuses on workshops as coordinators conjecture, but there is no follow‐up for application of what is learned. Findings also indicate a need to have more structured and systematic CPD for all teachers with a focus on action research and mentoring.
This article reviews the existing literature on mathematics coaching. The paper focuses on coaches, their work, their preparation, the conditions needed for an effective coaching program, and the impact of coaching in US schools.
The current study investigates the types of principal mentoring/coaching programs delivered in Wyoming school districts, USA. The study also explores the areas of need perceived by principals at different levels of experience.
The goal of this review was to summarize studies that examined the effects of coaching on improvements in preservice and in-service teachers' implementation of evidence-based practices. The authors identified a total of 13 studies from the 20 years of literature they searched. The results show that coaching improved the extent to which teachers accurately implement evidence-based practices in classrooms or practicum settings. The article suggests implications for preservice and in-service teacher education.
This documentary account describes professional development for teachers in the USA serving culturally and linguistically diverse students. The goal of the project was to monitor effectiveness of training in Sheltered Instruction Observation Protocol (SIOP) and to assess the value of cognitive coaching. Findings indicated workshops were effective and produced strong commitment to the model, but resulted in a disappointing level of implementation without a coaching phase.
This study reviewed eight studies. The goals of this study were two-fold: (i) to identify similarities and differences of peer coaching and (ii) to examine its feasibility and challenges in preservice teacher education. Peer coaching appears to possess unique advantages and have much value for preservice teacher education.
The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident.