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Qing Wang (Q.Wang@bristol.ac.uk) , Graduate School of Education, University of Bristol Research background Coaching has been increasingly used in the educational domain. However there is a lack of systematic research into coaching psychology in knowledge construction process for developing lstudents’ learner agency and positive learning dispositions in secondary education. Research questions What is the nature of coaching for learning in secondary education? • How is coaching incorporated in the process of enquiry-based learning? • What are the teachers and students’ experiences of coaching for learning? • What is the impact of coaching for learning on students’ learning power and their identities as learners? Theoretical framework
Coaching ZPD Competence authentic performance in the world Knowledge skills & understandings Learning power values, attitudes & dispositions Identity story, desire, motivation, relationships
Ways of knowing Practical
Research design Exploratory case study using Design Education Engineer Development (DEED) framework The case A mainstream secondary school in Southwest England Duration 2012-2011 Three phases, each in one school term
Intervention process in each phase
Coaching training Reflective summary
Public presentation Students working on enquiries
Summary of findings • Different knowledge construction approach influenced coaching for learning processes. • Relationship and communication played an essential role in coaching for learning. • Teachers and students experienced different modes of coaching relationships: teaching, mentoring, coaching and counselling. • Teachers and students developed authentic ownerships and critical opinions of their coaching and learning. • There were improvements in students’ overall learning power, confidence, autonomy and self-awareness. Students took active responsibility of what and how they learn. Conclusions Coaching for learning can be defined as a living system in which teachers and students engage in emerging dialogues. The incorporation of coaching psychology in the enquiry-based knowledge construction process is suggested to be important for enhancing students’ learning power, learner agency and authentic ownership of their learning. A quick message to... Researchers on coaching psychology: Coaching for learning goes beyond the scope of sports, executive and life coaching and we can explore what coaching means for education. Researchers on education and pedagogy: Coaching for learning fits well with a more ‘bottom-up’ approach of pedagogy. Teachers and practitioners: Coaching can be an effective method to facilitate students’ learning and building learning dispositions in classroom. CPD co-ordinators: Coaching training can be an useful and interesting programme for teachers’ education agenda. Parents: Try to be your children’s coaches at home!
Data collection & analysis
• Semi-structured interviews with teachers and students • Art-based narrative interviews with students • Focus group with students • Systematic observations of coaching lessons • Systematic observation of non-coaching lessons • Teaching plans • Students enquiry-based learning outcomes • Effective Lifelong Learning Inventory (ELLI) online surveys • Me and My School Engagement Scale • Learning Futures Engagement Scale Critical thematic analysis Compare the emerging themes across the three phases
Self-developed analysis framework for observational data Document analysis
Synthetic analysis after three phases
Paired t-test Pearson correlation
The background picture of this poster comes from a painting from one of my student participants in the narrative interviews. Please email me for more fascinating learning stories!