Politics and Systems of Coaching and Mentoring

Hargreaves, Andrew; Skelton, Jane

doi:10.4135/9781446247549.n9

Cited by 13 publications

(7 citation statements)

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“…This socio‐cultural analysis of peer coaching bears comparison with the lenses for examining educational change proposed by McQuillan and House (1998, cited in Hargreaves and Skelton, 2012) – technological, cultural and political. Technological perspectives focus on logistical issues, organisation, protocols and roles.…”

Section: Chat and Peer Coachingmentioning

confidence: 90%

“…So peer coaching has a troubled identity, caught between empowerment and managerialism. At its best peer coaching is a co‐constructive activity but the interference of school management agendas can be very destructive (Hargreaves and Skelton, 2012). As a consequence various authors report impediments to coaching becoming an established element of professional learning in schools (Hargreaves and Dawe, 1990; Lam et al , 2002; Lofthouse et al , 2010; Rhodes and Beneicke, 2003; Simkins et al , 2006).…”

Section: Introductionmentioning

confidence: 99%

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An activity theory perspective on peer coaching

Lofthouse

Leat²

2013

International Journal of Mentoring and Coaching in Education

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PurposeCoaching in educational settings is an alluring concept, as it carries associations with life coaching and well being, sports coaching and achievement and improving educational attainment. Although there are examples of successful deployment in schools, there is also evidence that coaching often struggles to meet expectations. This article aims to use socio‐cultural theory to explore why coaching does NOT transplant readily to schools, particularly in England, where the object of coaching activity may be in contradiction to the object of dominant activity in schools – meeting examination targets.Design/methodology/approachThe article is a conceptual exploration of peer coaching through the lens of cultural historical activity theory, using an empirical base for exemplification.FindingsIt is argued that the results agenda, or performativity culture, in many schools is so strong that coaching is either introduced as part of the dominant discourse which meets resistance from staff, or where it develops in a more organic, “bottom up” approach, it may well clash with managerial cultures which demand accountability and surveillance, which does not sit well with trust‐based coaching partnerships.Research limitations/implicationsThe contradictions described in the article suggest that more research is needed to explore how skilled coaches manage some mediation between the meta‐discourse of managerialism and the meso‐ and micro‐discourses underpinning meaningful professional learning.Practical implicationsThe article provides encouragement for peer coaches who manage the boundary between trust‐based coaching and performativity agendas.Originality/valueThe application of cultural historical activity theory offers a powerful analytical tool for understanding the interaction of peer coaching with organisational cultures, particularly through their emphasis on different motives or objects for professional learning.

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Section: Chat and Peer Coachingmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

An activity theory perspective on peer coaching

Lofthouse

Leat²

2013

International Journal of Mentoring and Coaching in Education

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“…write of United States educational policy, that 'given the urgency with which literacy coaching came to be a common professional development practice in schools across the nation, little time has been devoted to examining the process of becoming a literacy coach ' (p. 409). With the majority of studies on the preparation of literacy professionals as coaches within school-based settings, research has suggested that literacy coaches do not always find themselves prepared to negotiate the power and politics associated with the role (Hargreaves and Skelton, 2012;. Kabuto,Wagner and Vasudevan (Chapter 8) and Bates and Malloy (Chapter 13), in this volume, address the need to consider how literacy coaches are supported.…”

Section: The Importance Of Thoughtful Professional Support For Litera...mentioning

confidence: 99%

Teaching Literacies in Diverse Contexts

2023

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List of tables2.1 Studies on phonics with adults that were high or medium quality 3.1 Phonological development graph (adapted from Kilpatrick, 2016) 4.1 Practicum lesson framework elements (adapted from Coffey, Hubbard, Holbein and Delacruz, 2013) 4.2 14-week literacy tutoring programme 6.1 Sample engagements that enabled teachers to explore pedagogy and practice in literacy learning 8.1 Outline of literacy coaching collaborative 11.1 Session structure 12.1 Mentor video and text sets overview 12.2 Resources to support remote instruction 12.3 Co-teaching models in a distance literacy practicum xi

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“…Coaching also develops knowledge and skills acquired in an educational realm—for example, via reflection (Hackman & Wageman, 2005). Coaching , mentoring , and tutoring seem to be interchangeable terms, yet coaching is imbued with dimensions of the “technological (time, space, roles, skills, procedures), cultural (communication, understanding, value, beliefs), and political (allocations, distributions, dynamics of power, interests)” (Hargreaves & Skelton, 2012, p. 125).…”

Section: Coaching In Educationmentioning

confidence: 99%

Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning

Timonen

Ruokamo

2021

Journal of Pacific Rim Psychology

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In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.

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Politics and Systems of Coaching and Mentoring

Cited by 13 publications

References 0 publications

An activity theory perspective on peer coaching

An activity theory perspective on peer coaching

Teaching Literacies in Diverse Contexts

Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning

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