ABSTRACT

Past research has explored coach developers’ practice and called for learner-centred coach education provision. However, understanding of how “learner-centred” policies are reproduced in practice remains partial. In response, a multiple methods case study explored three introductory coach education courses. The Bernsteinian concept of “framing” was introduced to coach education research for the first time, and used to examine how coach developers implemented “learner-centred” policy. A composite creative non-fiction narrative revealed courses have: (1) A high volume of strongly framed assessment; (2) A wide range of strongly framed content; and (3) Coach developers who attempt to weakly frame pedagogic practice. Findings highlight tensions between being “learner-centred” and covering content and assessment that were prescribed by stakeholders in the coach education system. This study provides a significant contribution by connecting policy to practice, and highlighting the challenges of implementing learner-centred education policy.

摘要

过去的研究探索了教练开发人员的实践，并呼吁提供以学习者为中心的教练教育。然而，理解“以学习者为中心”的政策如何在实践中重现仍然是部分的。作为回应，一个多方法案例研究探索了三个介绍性教练教育课程。伯恩斯坦的“框架”概念首次被引入教练教育研究，并用于检验教练开发人员如何实施“以学习者为中心”的政策。一门复合创意非虚构叙事揭示课程具有： (1) 大量的强框架评估；(2) 范围广泛的强框架内容；(3) 教练开发人员试图弱构建教学实践。调查结果强调了“以学习者为中心”与涵盖教练教育系统中利益相关者规定的内容和评估之间的紧张关系。本研究通过将政策与实践联系起来，并强调实施以学习者为中心的教育政策所面临的挑战，做出了重大贡献。