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ABSTRACT
Museum education is a dynamic and evolving field, requiring a commitment to continuous professional growth and the integration of best practices as they develop. As the field has shifted towards creating participant-centered experiences that encourage active learning and dialogue, museum educators have been seeking new ways to enhance their practice and provide visitors with meaningful experiences. One such approach is the adoption of a coaching mindset, drawing on core competencies from the professional field of performance coaching to support museum educators. This article will explore how the effective application of five key coaching competencies, alongside a coaching mindset, can empower museum educators in their practice, improve their museum teaching, and enhance the visitor experience. By exploring the impact of coaching competencies and mindset on museum education practice, this article aims to contribute to a broader understanding of the potential benefits of utilizing coaching approaches in the field of museum education.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 Institute of Learning and Management, “Level 5 Certificate and Diploma.”
2 Aguilar, “How Coaching Can Impact Teachers.”
3 Cox, Bachkirova, and Clutterbuck, “Introduction,” xxix; Julie Starr, Coaching Manual, 5.
4 Critchley, “Relational Coaching.”
5 Aguilar, “How Coaching Can Impact Teachers.”
6 Bevan and Xanthoudaki, “Professional Development for Museum Educators.”
7 Bevan and Xanthoudaki, “Professional Development for Museum Educators,” 107–19: Tran, Gupta, and Bader, “Redefining Professional Learning for Museum Education.”
8 Tran, Werner-Avidon, and Newton, “Successful Professional Learning for Informal Educators.”
9 Reflectingonpractice.org, “Home.”
10 International Coaching Federation, “Updated ICF Core Competencies”; “EMCC COMPETENCE FRAMEWORK V2.”
11 Ritchhart, Cultures of Thinking in Action, xxiv.
12 International Coaching Federation, “Updated ICF Core Competencies.”
13 Starr, Coaching Manual, 73.
14 In order to pass this accredited qualification, the ILM requires you to undertake 18 h of coaching practice over the course of the qualification with a minimum of two and a maximum of three volunteers. Due to the location of my coachees and the ongoing Covid-19 restrictions, I completed my coaching sessions online with three different coachees working as museum educators, docents and guides based in The Netherlands, Italy and the United States. Each session lasted 90–120 min.
15 Peer learning as outlined in Stark, “Cultivating Shared Leadership.” Peer coaching as explored in Ladyshewsky, “Peer Coaching,” 312–26.
16 Kline, Time to Think, 37.
17 Kline, Time to Think, 165.
18 Robert, DeLozier, and Sue, The Next Generation, 367–79.
19 Bachkirova in Passmore, The Coaches’ Handbook, 41–46.
20 Moore et al., “Supporting Facilitators of Maker Activities.”
Additional information
Notes on contributors
Claire Bown
Claire Bown is a freelance museum educator, trainer, facilitator, author, and podcast host, originally from the UK and currently based in the Netherlands. With over 25 years of experience in the field of museum and heritage education, and a strong background in designing and facilitating guided experiences, Claire founded Thinking Museum in 2013. Claire consults, designs, and leads professional learning opportunities for museum educators, guides, docents, and volunteers, encompassing a wide range of facilitation, engagement, and coaching techniques, including her own approach Visible Thinking in the Museum.