Teachers' Perceptions of the Coaching Role in Secondary Vocational Education

Autor/inn/en	Ketelaar, Evelien; den Brok, Perry; Beijaard, Douwe; Boshuizen, Henny P. A.
Titel	Teachers' Perceptions of the Coaching Role in Secondary Vocational Education
Quelle	In: Journal of Vocational Education and Training, 64 (2012) 3, S.295-315 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2012.691534
Schlagwörter	Foreign Countries; Vocational Education; Teaching Methods; Coaching (Performance); Educational Innovation; Teacher Attitudes; Educational Environment; Questionnaires; Online Surveys; Teacher Surveys; Metacognition; Thinking Skills; Secondary School Students; Secondary School Teachers; Measures (Individuals); Netherlands + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Sekundarschüler; Messdaten; Niederlande
Abstract	This article describes a study on teachers' perceptions of the coaching role in innovative secondary vocational education (SVE) in the Netherlands. Data from 109 teachers were collected by means of an online questionnaire, asking for their associations with the coaching role, goals concerning the coaching role, and typical coaching activities. Using multiple correspondence analyses, it was explored whether underlying dimensions could be found in teachers' perceptions of the coaching role. Relations between teachers' perceptions of the coaching role and background variables were also explored. The outcomes revealed that dominant themes in the teachers' perceptions were promoting and supporting students' meta-cognitive skills, creating a positive learning and working atmosphere, and guiding and actively supporting students. Two underlying dimensions regarding the perceptions of the coaching role could be detected. The extremities of these dimensions were interpretable in terms of "learning environment" and "learning process" on the one dimension, and "general development" and "domain-specific development" on the other. Teachers' background variables were not significantly related to their perceptions of the coaching role. (Contains 5 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10