Charting the Research on the Policies and Politics of Coaching (original) (raw)

LA DICTADURA DEL COACHING. MANIFIESTO POR UNA EDUCACIÓN DEL YO AL NOSOTROS (PRÓLOGO Y EPÍLOGO)

LA DICTADURA DEL COACHING. MANIFIESTO POR UNA EDUCACIÓN DEL YO AL NOSOTROS, 2019

En La dictadura del coaching. Manifiesto por una educación del yo al nosotros, Vanessa Pérez Gordillo nos presenta un auténtico antimanual del coaching. Una crítica demoledora a un conjunto de pseudosaberes, pseudoterapias y falsos subterfugios. Un cuestionamiento a fondo de las técnicas centradas en la «construcción del Yo» y en la búsqueda de un modelo estandarizado e inauténtico de la «felicidad» y el «éxito». La dictadura del coaching es la dictadura de unos prototipos impuestos compulsivamente, o a través de una tergiversación de algunos deseos genuinos de las personas. La dictadura del coaching es la consumación de las distopías más aberrantes. (Miguel Mazzeo)

Current Directions in Coaching Research

The purpose of this article is to provide a brief overview of some current directions in North American coaching research. Based on our review of the literature and awareness of the field, we selected coaching effectiveness and coach development as two dominant research themes for review.

Coaching and Education: Background, Trends and Research Proposal at University Level

INTED2014 Proceedings, 2014

This article seeks to establish a brief balance regarding the coaching applied to the education field. It is based on a research made in the United States where an important activity of research has taken place, as well as, reflection and coaching balance related to the education. The issues addressed in this work are: 1-Research into the effect of the teacher in teaching ("teacher effect"), conducted by researchers Harold Wenglinsky (2000), William Sanders and June Rivers (1996), which provides that the teaching exercise increases the efficiency income levels of students. This research served as the basis for the first attempts to apply the principles of coaching in the area of education. 2-Statement of common approaches applied to teaching coaching developed in the United States: Literacy coaching (Moran, 2007 & Toll, 2005), and cognitive coaching (Costa & Garmston, 2002). At this point are presented the tools developed for implementing literacy coaching: a-"Road planning a demonstration lesson" instrument proposed by Cathy Toll; b-"Lesson planning guide" developed by Judith White c-"Contact form teacher" by Kristin Rainville. Then, we illustrate the technique of "cognitive coaching" developed by Donna Diddly and the tools to apply pre and post-test. 3-Considerations on the various roles of the coach in the process of educational interaction, based on the proposals of the American researcher Jollen Killion, ending with the concepts of "culture of the school" (healthy culture and unhealthy culture), and the two models of coaching that can develop in the process of intervention: light and heavy coaching.

Análisis de la eficacia del coaching ejecutivo: un estudio desde la perspectiva del coachee

2019

Executive coaching has become one of the principal leadership development strategies of our time. However, this is a field of HRD that has been discussed far more often in professional than academic literature and further research is required. This work analyses the relation existing between the main explanatory factors of executive coaching effectiveness and the different types of results that can be achieved. This study also provides an empirical test of the effectiveness of executive coaching using the first three levels of Kirkpatrick's evaluation model (1975). Responses from 176 executives are analyzed, assessing their perceptions of their latest experience of executive coaching. Structural modelling is used to match factors affecting the success of executive coaching to its results. The resulting model highlights the influence exercised by the coach, and to a lesser extent the coachee and the process, on coachee satisfaction. It also shows how the coach influences the coac...

Coaching: An Apprenticeship Approach for the 21 st Century

Coaching, an apprentice-based approach to support professional and personal development towards achieving set goals, is a well-established practice in the fields of sports training and management and one of the fastest growing professional development methods in the education field. How the coaching partnership fosters leadership and improves practices that directly impact on the social/emotional development of students and their academic achievement is of interest to educators, policy makers and school communities alike. Recent findings have started to define the type of leadership that results from a coaching partnership, the lasting benefits on teaching quality and the positive impact on student performance. By reviewing and reflecting on the current literature on this apprenticeship approach, this article explores strengths and strategies that could further contribute to the organization of schools around high learning outcomes for all students while fostering leadership and accountability at the management, classroom and student levels.

Coach and Coaching in Education

JOURNAL OF EDUCATION AND FUTURE, 2014

Coaching, especially in the United States in the world measured by million dollar industry has become. The aim of coaching in organizations, providing increased performance and potential targeting personalized emergence process of growing. Nowadays, in various fields (psychological support, training, personal development, work life, art, sports, etc.) Is often used, is still trying to establish the scientific infrastructure, is a concept somewhat worn. Coaching is used in a wide area in the world. Organizations in the areas of environment; managing the stress, workplace coaching, manager / leader development, career development, team building, group development, sales skills and performance upgrades, job interview coaching with the purpose of enhancing the performance can be counted. Basically the whole process of coaching is influenced by four variables. These are; professional behavior of coaches, receive coaching services with the nature of the relationship between coaches, coach...

Coaching in Education

Coaching in Education (in T. Bachkirova, G. Spence & D. Drake,The Sage Handbook of Coaching), 2016

A Liderança Por Meio Do Coaching

International Journal of Professional Business Review, 2017

In the present scenario where the companies are located, it is up to the leaders of companies being able to develop your team to achieve the goals. The development of leadership in management is a key factor to overcome adversity, realize opportunities and maximize the growth of the organization which lead. Behold, the coaching comes, a tool to leverage and develop the process of leadership in business. Observing these aspects, the objective of this study is to verify the effectiveness of leadership development through the use of coaching tool. In this way, a qualitative research with coaches who provide training, and five business leaders who performed the procedure was performed. Among other results, there are the variables most cited by leaders such as greater understanding of the behaviors and attitudes of employees, motivation, improvement in business results, always seek achieve the objectives and goals, hear more, patience, unity and networking. One can therefore infer that coaching is rather an effective tool for the development of leadership as the leaders enhances the skills and capabilities necessary for the exercise of leadership.

Os cursos de licenciatura em pedagogia: fragilidades na formação inicial do professor polivalente

Educação e Pesquisa, 2017

The core issue of this paper is the teacher education undergraduate courses (called Pedagogy in Brazil) set up based on the National Curriculum Guidelines, approved in 2006. Our purpose is to discuss the training of multipurpose teachers for children´s education and for the early grades of elementary schools, starting with results of a research conducted in public and private institutions in the state of São Paulo, from 2012 to 2013, funded by CNPq-the National Research Council. For the quantitative approach, we utilized the technique of documental analysis over the set of 144 curriculum grids we were able to obtain. The grounds for the qualitative approach, data were analyzed by cross-checking the characteristics of the institutions with the characteristics of the discipline that make up their curriculum grids. Data reveal that most teacher education courses in the state of São Paulo are provided by private institutions, with minimum number of hours and research is not intrinsic with their characteristics. The interpretative analysis of results establishes that the Pedagogy courses investigated are affected by the same problems pointed out in the literature concerning DCNCP/2006: the vagueness of the pedagogical field and the scattering of the scope of pedagogy and the teacher´s professional practice. Consequently, the majority of such courses are not fully training neither the educator nor the multipurpose teacher intended to work in child education (preschool) and the early grades of elementary school, as the education and training they get is fragile, superficial, generalizing, fragmented, dispersive and unfocused. In our conclusion alternatives are indicated in order overcome some of these problems.

The impact of coaching in a Greek nursery school

The purpose of this study is to identify and elucidate the influence of coaching in teachers' attitude and performance as perceived by inexperienced in coaching practice nursery school. The question that guided this study is 'What is the impact of coaching in a Greek nursery school? This study focuses on three research questions: