The Psychology of Coaching, Mentoring and Learning

Law, Ho

doi:10.1002/9781118598276

Cited by 47 publications

(36 citation statements)

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“…One of the powerful and effective learning strategies is the mentoring based learning scheme. Mentoring as described in [30] is a process of positive learning within a group and it has the potential to support individual and collective development. Mentoring at its best strengthens the skills and competencies of learners in any learning environment.…”

Section: The Concept Of Mentoring Based Learningmentioning

confidence: 99%

Dynamic mentoring and self-regulation based particle swarm optimization algorithm for solving complex real-world optimization problems

Tanweer

Sundaram

Sundararajan

2016

Information Sciences

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Section: The Concept Of Mentoring Based Learningmentioning

confidence: 99%

Dynamic mentoring and self-regulation based particle swarm optimization algorithm for solving complex real-world optimization problems

Tanweer

Sundaram

Sundararajan

2016

Information Sciences

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“…Where coaching psychology is different from coaching is that coaching psychology explicitly includes the application of appropriate psychological theories. There has been evidence that coaching psychology and the psychology of learning are strongly interwoven with each other (Law et al, 2007).…”

Section: Coaching Psychology and Coaching Research In Educational Conmentioning

confidence: 99%

Coaching for Learning: Exploring Coaching Psychology in Enquiry-based Learning and Development of Learning Power in Secondary Education

Wang

2012

Procedia - Social and Behavioral Sciences

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Coaching psychology has been increasingly used in the discourse of education. However there has been no research systematically looking at how coaching can make difference to the knowledge construction process and learning power development in secondary students. The current study aims to understand the nature of 'coaching for learning' in terms of coaching relationships and communication between secondary school students and teachers, and to investigate how the implementation of coaching strategies in enquiry-based learning would influence the development of students' positive learning dispositions and their identities as learners. The exploratory case study involved a UK mainstream secondary school during the academic year 2010/2011.The students participated in three phases of enquiry-based learning facilitated by teachers who were specifically trained to be coaches. The study employed a qualitative-driven mixed method approach. Semi-structured and narrative interviews, focus group and classroom observations were conducted with two teachers and 30 students. Teachers' plans and students' enquiry products were collected in the three phases. The qualitative data was thematically analysed. Quantitative data was collected by Engagement Surveys and the Effective Lifelong Learning Inventory before and after the intervention and was statistically analysed by SPSS. The qualitative findings showed that coaching for learning is a complex process in which teachers and students moved along different modes of coaching relationships. Significant increases in students' independence, learning relationships, confidence, autonomy and awareness of learning identities were noticed. The quantitative result showed that there were increases in critical curiosity, meaning making, creativity, learning relationships and learning engagement. It could be concluded that coaching for learning is different from life coaching or executive coaching. The implementation of coaching psychology is important for students' learning power development and identity formation by facilitating the knowledge construction process in the context of secondary education. The current study has special value in extending our understanding of coaching psychology to secondary education.

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“…Linking theory to practice and building on his previous publication, The Psychology of Coaching, Mentoring and Learning (Law, Ireland and Hussain, 2007;Law, 2014), this companion workbook is the first to provide practical, step-by-step guidance and exercises for the trainee coaching psychologist. It is also an invaluable resource for anyone, including experienced coaching practitioners interested in coaching or CPD and in particular the evidence-based approach of coaching psychology.…”

Section: Library Of Congress Cataloging-in-publication Datamentioning

confidence: 99%

“…While there are many publications on coaching, there are not many on coaching psychology. What makes the book The Psychology of Coaching, Mentoring and Learning (Law, Ireland and Hussain, 2007;Law, 2014) special is that it grounds the model of coaching on learning theories, and offers a dual perspective of coaching and mentoring. This book is designed to follow the same structure and coaching philosophy as The Psychology of Coaching, Mentoring and xiv Preface Learning, and offers the reader a wider range of coaching techniques and more in-depth treatment in practical exercises, with a specific focus on helping readers to translate the understanding of theories into their professional practice.…”

Section: Library Of Congress Cataloging-in-publication Datamentioning

confidence: 99%

Coaching Psychology

Law¹

2013

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The Psychology of Coaching, Mentoring and Learning

Cited by 47 publications

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Dynamic mentoring and self-regulation based particle swarm optimization algorithm for solving complex real-world optimization problems

Dynamic mentoring and self-regulation based particle swarm optimization algorithm for solving complex real-world optimization problems

Coaching for Learning: Exploring Coaching Psychology in Enquiry-based Learning and Development of Learning Power in Secondary Education

Coaching Psychology

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