Applications of Educational Coaching: a literature review of research published during 2013-17

Authors

  • Eva Ramos Loredo Colegio San Miguel, Gijón, Spain
  • Beatriz Sierra-Arizmendiarrieta Universidad de Oviedo, Spain
  • Cristina Roces Montero Universidad de Oviedo, Spain
DOI: https://doi.org/10.6018/educatio.387091
Keywords: Coaching; education; literature review; teaching function; innovation.

Abstract

Coaching is a methodology whose purpose is to develop as much as possible the potential of individuals. It has been recently applied to the educational field in order to improve teaching skills and teacher and student performance. The aims of this research are: to carry out a review of current literature about coaching, to identify the most common application areas and to detect underdeveloped lines of research regarding coaching with a view to suggesting new approaches to this field. The methodology is based on a systematic review of articles, both in Spanish and English, published during the last five years. Besides, a distinction is made between theoretical and empirical studies. The current interest in educational coaching is reflected by the high number of studies published on this matter. Moreover, empirical studies confirm the effectiveness and benefits of coaching for all the agents involved in the educational community. Educational coaching has become a habitual practice in some countries such as The Unites States and is progressively becoming popular in educational settings all over the world. Despite this growing interest, multiple authors point out that more research is needed on educational coaching. They also consider that it is necessary to guarantee the scientific rigor of research. Finally, and taking into account the current corpus of studies, it seems necessary to explore a research line which to date has not been paid enough attention to: the use of coaching in secondary education when it comes to supporting adolescents with learning difficulties.

Downloads

Download data is not yet available.

References

Akiba, M. y Wilkinson, B. (2016). Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida. Journal of Teacher Education, 67(1), pp. 74–93. https://doi.org/10.1177/0022487115593603

Arzate, O. (2013). Coaching educativo: una propuesta metodológica para innovar en el aula. Ra Ximhai, 9 (4), pp. 177-185. file:///C:/Users/Profesor/Downloads/54035-153674-1-PB%20(1).pdf

Becker, K. D., Bradshaw, C. P., Domitrovich, C. y Ialongo, N. S. (2013). Coaching teachers to improve implementation of the good behavior game. Administration and Policy in Mental Health and Mental Health Services Research, 40 (6), pp. 482-493. DOI: 10.1007/s10488-013-0482-8.

Baquero, J. A. y Rodríguez-Moneo, M. (2016). La relación entre el proceso de autorregulación y el proceso de coaching. Universitas Psychologica, 15, (1), pp. 15-25. DOI:10.11144/Javeriana.upsy15-1.rpap. http://www.scielo.org.co/pdf/rups/v15n1/v15n1a11.pdf

Bécart, A. (2016). Coaching y fomento del emprendimiento: nuevas perspectivas para la educación superior. Perspectiva socioeconómica, 1 (3), pp. 17-27.

Bécart, A. y Ramírez Garrido, J.D. (2016). Fundamentos del coaching educativo: caracterización, aplicaciones y beneficios desde los cuatro pilares del saber. Plumilla educativa, 18, pp. 344-361. https://www.researchgate.net/publication/315739981/download

Bettinger, E. P. y Baker, R. B. (2014). The Effects of Student Coaching An Evaluation of a Randomized Experiment in Student Advising. Educational Evaluation and Policy Analysis, 36 (1), pp. 3-19. DOI: 10.3102/0162373713500523.

Castaño Perea, E., Blanco Fernández, B. y Asensio Castañeda, E. (2012). Competencias para la tutoría: una experiencia de formación con profesores universitarios. Revista de Docencia Universitaria, 10 (2), pp. 193-210. file:///C:/Users/Profesor/Downloads/Dialnet-CompetenciasParaLaTutoria-4021056.pdf

Colorado Laguna, R.J. y Corcino Marrero, L. (2014). Percepción y receptividad al proceso de coaching como componente de un programa de desarrollo profesional para maestros de escuela primaria. Paradigma, 35 (1), pp. 79-102.

Day, C., Gu, Q. y Sammons, P. (2016). The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52 (2), pp. 221-258. https://pdfs.semanticscholar.org/01a7/8b3b2e4000b7c68403af78eff914339baaf4.pdf

Davies, D., Jindal-Snape, D., Collier, C., Digby, R. Hay, P. y Howe, A. (2013). Creative learning environments in education- a systematic literature review. Thinking skills and Creativity, 8, pp. 80-91. https://www.sciencedirect.com/science/article/pii/S187118711200051X

De Rijdt, C. C. E., van der Rijt, J. W., Dochy, F. y van der Vleuten, C.P.M. (2012). Rigorously selected and well trained senior student tutors in problem based learning: Student perceptions and study achievements. Instructional Science, 40 (2), pp.397-411. https://link.springer.com/article/10.1007/s11251-011-9173-6

Dulagil, A., Green, S., Ahern, M. (2016). Evidence-based coaching to enhance senior students’ wellbeing and academic striving. International Journal of Wellbeing, 6 (3), pp. 131-149. doi:10.5502/ijw.v6i3.426 https://internationaljournalofwellbeing.org/index.php/ijow/article/viewFile/426/575

Early, D.M., Maxwell, K.L., Ponder, B.D. y Pan, Y. (2017). Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models. Early Childhood Research Quarterly, 38, pp. 57-70. http://dx.doi.org/10.1016/j.ecresq.2016.08.005 http://daneshyari.com/article/preview/4938242.pdf

Evans, C. (2013). Making sense os assessment feedback in higher education. Review of Educational Research, 83 (1), pp. 70–120. DOI: 10.3102/0034654312474350 http://journals.sagepub.com/doi/abs/10.3102/0034654312474350

Fernández-Salinero Miguel, C. (2014). La tutoría universitaria en el escenario del espacio europeo de educación superior: perfiles actuales. Teoría educativa, 26 (1), pp. 161-186.

Gibbons, L.K. y Cobb, P. (2017). Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities. Journal of Teacher Education, 68 (4), pp. 411-425. https://doi.org/10.1177/0022487117702579

Giráldez Hayes, A. y van Nieuwerburgh, C. (2016). Coaching educativo. Madrid: Paraninfo.

Gómez-Luna, E., Fernando-Navas, D., Aponte-Mayor, G. y Betancourt-Buitrago, L.A. (2014). Metodología para la revisión bibliográfica y la gestión de información de temas científicos, a través de su estructuración y sistematización. Dyna, 81 (184). DOI: http://dx.doi.org/10.15446/dyna.v81n184.37066.

Hernández-Aristu, J. y Hernández-Van-Waes, O. (2016). La tutoría en el sistema educativo y el desarrollo de habilidades sociales profesionales (coaching educativo). Aportaciones de la Pedagogía Social y el Trabajo Social. Trabajo Social Global. Revista de Investigaciones en Intervención social, 6 (11), pp. 54-77. http://revistaseug.ugr.es/index.php/tsg/article/view/4758/pdf

Hoffman, J.V. y Duffy, G.G. (2016). Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators. Theory into practice, 55 (3), pp. 172-179. https://doi.org/10.1080/00405841.2016.1173999

Jiménez, R. (2012). La investigación sobre coaching en Formación del Profesorado: una revisión de estudios que impactan en la conciencia sobre la práctica docente. Profesorado: Revista de currículum y formación del Profesorado, 16 (1), pp. 238-252.

Karpińska-Musiał, B. y Dziedziczak-Foltyn, A. (2014). At students’ service: tutoring and coaching as innovative methods of academic education in Poland. En 6th International Conference on Education and New Learning Technologies, pp. 6057-6064. Barcelona, España: IATED. http://www.projektiq.ug.edu.pl/wp-content/uploads/2014/03/At-students-service-BKMusia%C5%82-ADFoltyn.pdf

Kraft, M.A. y Gilmour, A.F. (2016). Can principals promote teacher development as evaluators? A case study of Principals’ views and experiences. Educational Administration Quarterly, 52 (5), pp. 711-753. https://doi.org/10.1177/0013161X16653445

Kunz, G. M., White, A. S., Smith, M. H. y Nugent, G. (2014). Coaching Science Inquiry: Validating a Strengths-Based Approach to Coaching. R2 Ed Working Paper, 9. http://r2ed.unl.edu/resources_workingpapers.shtml

Maestre, M.M., Nail, O. y Rodríguez-Hidalgo, A.J. (2017). Desarrollo de competencias TIC y para la educación inclusiva en la formación inicial práctica del profesorado. Bordón, 69 (3), pp. 1-16. https://recyt.fecyt.es/index.php/BORDON/article/view/Bordon.2017.51110/35761

Maldonado, M., Sánchez, T. y Mendoza, G. (2014). Coaching, equipos de trabajo y aprendizaje en organizaciones universitarias. Educare, 18 (2), pp. 92-110.

Matsumura, L. C., Garnier, H. E. y Spybrook, J. (2012). The effect of content-focused coaching on the quality of classroom text discussions. Journal of Teacher Education, 63 (3), pp. 214-228. DOI: 10.1177/0022487111434985. https://doi.org/10.1177/0022487111434985

Mayer, A., Woulfin, S. y Warhol, L. (2015). Moving the center of expertise: Applying a communities of practice framework to understand coaching in urban school reform. Journal of Educational Change, 16 (1), pp. 101-123. DOI: 10.1007/s10833-014-9236-y. https://www.csustan.edu/sites/default/files/u2061/moving_the_center_mayer_woulfin_warhol.pdf

Perryman, J., Ball, S.J., Braun, A. y Maguire, M. (2017). Translating policy: governmentality and the reflective teacher. Journal of Education Policy, 32, (6), pp. 745–756. https://doi.org/10.1080/02680939.2017.1309072

Piper, B. y Zuilkowski, S.S. (2015). Teacher coaching in Kenya: Examining instructional support in public and non formal schools. Teacher and teaching education, 47, pp. 173-183. https://doi.org/10.1016/j.tate.2015.01.001

Purwa Udiutoma, S. T., Srinovita, Y. y Si, S. (2015). The Effect of Coaching and Mentoring Programs to Improve Students Competencies: Case Study of Beastudi Etos Scholarship. Universal Journal of Educational Research, 3 (3), pp. 163-169. DOI: 10.13189/ujer.2015.030302. https://files.eric.ed.gov/fulltext/EJ1056088.pdf

Reinke, W. M., Stormont, M., Webster‐Stratton, C., Newcomer, L. L., y Herman, K. C. (2012). The incredible years teacher classroom management program: Using coaching to support generalization to real-world classroom settings. Psychology in the Schools, 49 (5), pp. 416-428. DOI: 10.1002/pits.21608. http://www.incredibleyears.com/wp-content/uploads/incredible-years-teacher-training-using-coaching_2012.pdf

Rodríguez-Hidalgo, A.J., Calmaestra Villén, J. y Maestre Espejo, M. (2015). Desarrollo de competencias en el practicum de maestros: ABP y Coaching multidimensional. Profesorado: Revista de currículum y formación del profesorado, 19 (1), pp. 472-493.

Rodríguez Pascual, L. y Martínez Rosillo, V. M. (2015). Efectividad del coaching grupal sobre el desarrollo de la autorregulación del aprendizaje en estudiantes de ingeniería. Cuadernos de Investigación Educativa, 6 (1), pp. 71-88. DOI: http://dx.doi.org/10.18861/cied.2015.6.1.8.

Rosa, G., Riberas, G., Navarro-Segura, L. y Vilar, J. (2015). El Coaching como Herramienta de Trabajo de la competencia Emocional en la Formación de Estudiantes de Educación Social y Trabajo Social de la Universidad Ramón Llul, España. Formación universitaria, 8 (5), (pp. 77-90). DOI: 10.4067/S0718-50062015000500009 https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-50062015000500009

Sánchez Mirón, B. y Boronat Mundina, J. (2014). Coaching educativo: Modelos para el desarrollo de competencias intra e interpersonales. Educación XX1, 17 (1), pp. 221-242. DOI: 10.5944/educxx1.17.1.107

Sánchez-Teruel, D. (2013). El coaching pedagógico dentro del sistema educativo: innovando procesos. Revista Intercontinental de Psicología y Educación, 15 (2), pp. 171-191. http://www.redalyc.org/pdf/802/80228344010.pdf

Sandoval Lentisco, C. y López Martínez, O. (2017). Educacion, psicologia y coaching: un entramado positivo. Educatio Siglo XXI, 35 (1), pp. 145-164. http://dx.doi.org/10.6018/j/286261

Salavert, R. (2015). Coaching: An Apprenticeship Approach for the 21st Century. International Journal of Educational Leadership and Management, 3(1), pp. 4-24. doi: 10.4471/ijelm.2015.02

Slot, P. L., Leseman, P.P.M., Verhagen, J. y Mulder, H. (2015). Quarterly Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, pp.64–76.

Twigg, D., Pendergast, D. L., Fluckiger, B., Garvis, S., Johnson, G. y Robertson, J. (2013). Coaching for Early Childhood Educators: An insight into the effectiveness of an initiative. International Research in Early Childhood Education, 4 (1), pp. 73-90. https://research-repository.griffith.edu.au/handle/10072/55703

Van der Weijden, I., Teelken, C., de Boer, M. y Drost, M. (2016). Career satisfaction of postdoctoral researchers in relation to their expectations for the future. Higher Education, 72 (1), pp. 25-40. https://doi.org/10.1007/s10734-015-9936-0

Van Lankveld, T., Schoonenboom, J., Kusurkar, R.A., Volman, M., Beishuizen, J. y Croiset, J. (2017). Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers. Advances in Health Sciences Education, 22(3), pp . 601-622. doi: 10.1007/s10459-016-9694-5 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5498609/

Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M. y Amendum, S. (2013). Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention. Journal of Educational Psychology, 105 (4), pp. 1175-1187. DOI: 10.1037/a0032143.

Wang, Q. y Millward, I. (2014). Developing a unified psychological model of coaching and mentoring in supporting the learning and development of adolescents. International Journal of Evidence Based Coaching and Mentoring, 12 (2), pp. 91-108. http://ijebcm.brookes.ac.uk/documents/vol12issue2-paper-07.pdf

Whitmore, J. (1992). Coaching for Performance. Growing human potencial and purpose. The principles and practice of coaching and leadership. London: Nicholas Brealey Publishing.

Yee, L. W., (2016). Peer Coaching for Improvement of Teaching and Learning. Journal of Interdisciplinary Research in Education, 6 (1), pp. 64-70. https://university2.taylors.edu.my/jire/downloads/vol6_05.pdf

Published
15-07-2019
How to Cite
Ramos Loredo, E., Sierra-Arizmendiarrieta, B., & Roces Montero, C. (2019). Applications of Educational Coaching: a literature review of research published during 2013-17. Educatio Siglo XXI, 37(2 Jul-Oct), 223–244. https://doi.org/10.6018/educatio.387091