ABSTRACT

Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented their pedagogy by establishing coaching culture and credibility, which were embedded in four general coaching phases. Depending on how a coach chose, stressed and shifted among coaching phases, the coaching process can vary mainly between prescriptive and collaborative coaching pathways, with multiple routes to shift between them. Findings also suggest that these pathways require different combinations and intensity of coaching culture and coaching pedagogy to be effective. Lastly, the coaching pathway framework not only illuminates different coaching pathways but also helps coaches differentiate their coaching in the future (i.e., shift between and stress different phases), corresponding to the needs of individual teachers related to specific topics in their unique school context.

摘要

教练越来越被认为是职业发展的一个有前途的特征，但是缺乏对这一复杂过程的具体理解。本研究通过采访三年纵向PD计划的教练和老师，调查了基于观察的教练过程。调查结果表明，教练通常通过建立教练文化和公信力来补充他们的教学法，而教练文化和公信力则分为四个一般教练阶段。根据教练在教练阶段之间的选择，强调和转换方式，教练过程主要可以在规定性和协作性教练路径之间变化，并在它们之间进行多种转换。研究结果还表明，这些途径需要教练文化和教练教学法的不同组合和强度才能有效。最后，