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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.
Disclosure statement
No potential conflict of interest was reported by the authors.
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Additional information
Notes on contributors
Yanjuan Hu
Yanjuan Hu (PhD) is associate professor in Higher Education at the Faculty of Education, Southwest University in China. She obtained her PhD at ICLON, Leiden University Graduate School of Teaching, and then worked as postdoc researcher at the Department of Teacher Education at the University of Groningen. Her current research focuses on how the organizational and cultural conditions influence teaching and learning practices in higher education.
Klaas van Veen
Klaas van Veen (PhD) is professor in Educational Studies at the University of Groningen. His main research interest refers to the pedagogy of teacher learning in the workplace, inspired by Lora Bartlett’s statement: ‘you’re getting the learning you organize for’.