The Potential of Group Coaching for Leadership Learning

Autor/inn/en	Flückiger, Bev; Aas, Marit; Nicolaidou, Maria; Johnson, Greer; Lovett, Susan
Titel	The Potential of Group Coaching for Leadership Learning
Quelle	In: Professional Development in Education, 43 (2017) 4, S.612-629 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2016.1223736
Schlagwörter	Coaching (Performance); Professional Continuing Education; Leadership Training; Training Methods; Feedback (Response); Reflection; Professional Education; Adult Education; Models; Group Activities; Pilot Projects; Management Development; School Administration; Foreign Countries; Norway; Cyprus; Australia + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Führungslehre; Didaktik; Trainingsmaßnahme; Berufsausbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Analogiemodell; Gruppenaktivität; Pilot project; Modellversuch; Pilotprojekt; Ausland; Norwegen; Zypern; Australien
Abstract	Despite group coaching being used to facilitate goal-focused change in a range of organizational contexts, there is little research evidence of its use or efficacy in continuing professional development programs for educational leaders. In the first part of this article we define coaching and consider the benefits and challenges of several forms of coaching for leadership learning. In the second part, we introduce the Professional Learning through Feedback and Reflection group coaching model and report on an international pilot of its use in a continuing professional development program for school leaders. The stimulus for group coaching with this model came from the completion of a self-assessment instrument and subsequent feedback report which provoked individual reflection on personal competencies. A protocol used within the coaching process itself provided structure for school leaders to clarify problems and issues, share perspectives and experiences, reflect and plan for change. Analysis of data from the pilot indicates that group coaching, informed by heightened awareness of personal competencies, may have the potential to assist school leaders to identify their personal strengths and challenges, better understand the dynamic and complex nature of their own organization, and inform change processes to improve learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01