Training in Coaching Skills.

Autor/in	Veenman, Simon
Titel	Training in Coaching Skills.
Quelle	(1995), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Clinical Supervision (of Teachers); Elementary Education; Elementary School Teachers; Faculty Development; Feedback; Foreign Countries; Inservice Teacher Education; Instructional Effectiveness; Instructional Improvement; Models; School Counselors; Teacher Effectiveness; Teaching Skills; Netherlands + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerfortbildung; Unterrichtserfolg; Unterrichtsqualität; Analogiemodell; School counselor; Beratungslehrer; Pädagogischer Berater; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Niederlande
Abstract	In this study, the implementation effects of a program for the training in coaching skills with Dutch school counselors are described. These school counselors are expected to provide help and support to primary school teachers. Coaching is a form of in-class support intended to provide teachers with feedback on their own functioning, thereby stimulating self-reflection and self-analysis in order to improve instructional effectiveness. A review of relevant literature revealed a number of models for the clinical supervision or coaching of teachers, each with a number of concretely designed skills. However, no direct relationship was found between coaching and student achievement. To assist school counselors in their attempts to coach teachers, a training program was designed: "The School Counsellor as Coach." A quasi-experimental, treatment-control group investigation was then set up to test the effects of this program. Based on the pre- and post-training ratings of coaching conferences, a significant treatment effect was found for the school counselors' coaching skills related to the development of autonomy (empowerment), feedback, and purposefulness. The pre- and post-training ratings from coached teachers showed no significant treatment effects. Probably this was because the teachers were not accustomed to in-class assistance and thus rated the coaching skills of the school counselors quite favorably even at pre-test. (Contains 31 references.) (Author/ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC