Coaching: The Key to Translating Research into Practice Lies in Continuous, Job-Embedded Learning with Ongoing Support

Autor/in	Knight, Jim
Titel	Coaching: The Key to Translating Research into Practice Lies in Continuous, Job-Embedded Learning with Ongoing Support
Quelle	In: Journal of Staff Development, 30 (2009) 1, S.18-20 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Professional Development; Theory Practice Relationship; Coaching (Performance); Performance Factors; Training Methods; Inservice Teacher Education; Professional Continuing Education + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Leistungsindikator; Didaktik; Trainingsmaßnahme; Lehrerfortbildung; Berufsfeldbezogener Unterricht; Weiterbildung
Abstract	In the past decade, interest in the form of professional learning loosely described as coaching has exploded. This growing interest in coaching is likely fueled by educators' recognition that traditional one-shot approaches to professional development--where teachers hear about practices but do not receive follow-up support--are ineffective at improving teaching practices. Much more support is needed to help teachers translate research into practice, and for many districts, that support is coaching. In this article, the author defines three coaching approaches that are especially common in today's schools--literacy coaching, cognitive coaching, and instructional coaching--and identifies several commonalities of these three approaches. He also discusses certain factors that are critical for coaching success and cites some studies that demonstrate the positive impact of coaching on teaching practices. (ERIC).
Anmerkungen	National Staff Development Council. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10