scholarly journals Coaching and Being Coached: A Qualitative Study of the Experiences of Education Leaders in the Florida Conference of Seventh-day Adventists

2020 ◽  
Author(s):  
◽  
Arne Nielsen
Keyword(s):  
Leadership Training ◽  
Peer Coaching ◽  
Phenomenological Approach ◽  
Theory And Practice ◽  
Training Process ◽  
Training Experience ◽  
Effect Change ◽  
Education Leaders ◽  
Coaching Skills ◽  
Coaching Training

Problem The Florida Conference of Seventh-day Adventists administration was concerned about its effectiveness as an evangelistic organization due to changes in societal norms. They felt a need for a paradigm shift to keep ministry relevant to its membership and to find new methods to reach people for Christ. There was an intentional focus on developing a model for effective ministry by equipping pastors and educators with new and different skills for the purpose of effecting personal and organizational transformation. For change to occur, it was decided to put in place a support system for leaders utilizing co-active coaching as the delivery mechanism for equipping and reeducation its key leaders. The Florida Conference has been intentional about developing leaders of transformation. To effect change, and to properly equip and re-educate its leaders, workshops and seminars introduce leaders to a process or system of support called “Leadership Training.” A framework for these trainings is the executive coaching model, known as Co-Active Coaching, and referred to as “Peer Coaching” in the Florida Conference due to its uniqueness of training and delivery. Through the Leadership Training process, leaders are taught skills to move them toward confidence in their leadership ability, to make them accountable to themselves for their dreams and vision, and to allow them the vulnerability to engage in the coaching process. Considerable investment of time and financial resources are provided to ensure the success of these leadership workshops and seminars, and exposure to the perceived benefits of coaching and being coached. To date, there has been no study to see if the coaching initiative in the Florida Conference is producing the desired outcome of restoration and transformation of its ministry and education leaders. Method The research design chosen for this study followed the outline and protocols written by Bloomberg, Volpe, and Creswell. This study was based on a phenomenological approach, utilizing narrative inquiry through semi-structured interviews, in a face-to-face setting at a location chosen by the participant. These methods were chosen because the participants have all shared similar leadership training and coaching experiences in the Florida Conference. The sample size was eleven education leaders. A constructivist approach was used to allow for flexible guidelines, interpretation, and inquiry that may be influenced by the researcher. In addition, this study utilized a hermeneutic phenomenological approach because it provided a clear method to understand the participants lived experiences and an endeavor to describe meaning to that lived experience as it relates to the broader context of their personal and professional lives. Also, the multi-case-study research method was chosen because it simplifies and brings understanding to an issue, it is focused, it has a time frame and boundaries, it can extend the experience, and it can add strength to what is already known from previous research. Results The study revealed that participants recognized the importance of peer coaching, perceived coaching as a safe space for personal discovery combining theory and practice, identified some drawbacks of the coaching training process, experienced significant benefits to the coaching training experience, and unexpectedly found the visioning exercise and subsequent core values assignment having a major impact on their relationships during their tenure as leaders. Conclusions The study affirmed the intended outcomes of the peer coaching training. The model is easily replicated and transferable. Outcomes are optimized by a prior knowledge of coaching skills and theory. Some modalities of coaching should be continued for leaders wanting to affect personal and professional transformation. Coaching skills can be used in both professional and personal interactions. Tertiary institutions should consider offering courses that support coaching skills. Peer coaching can serve as a framework for leadership development and support.

scholarly journals 2401

2017 ◽  
Vol 1 (S1) ◽  
pp. 50-50
Author(s):  
Doris Rubio ◽  
Marie Norman ◽  
Seyed Mehdi Nouraie ◽  
Shanta Zimmer ◽  
Brian Primack ◽  
...  
Keyword(s):  
Leadership Training ◽  
Leadership Skills ◽  
Research Career ◽  
Career Trajectory ◽  
Career Coaching ◽  
Diverse Backgrounds ◽  
Coaching Skills ◽  
Coaching Training ◽  
Online Leadership ◽  
Self Assessments

OBJECTIVES/SPECIFIC AIMS: To diversify the workforce by providing leadership and career coaching training to mentors so that they can be better leaders with their trainees and incorporate career coaching skills into their mentoring style. METHODS/STUDY POPULATION: PROMISED Program helps current and future members of the National Research Mentoring Network (NRMN) develop management, leadership, and career coaching skills so that they may be more effective in guiding their mentees. Studies show that mentees remain engaged in research when they drive their own careers, but mentors rarely help them recognize ways to do this. PROMISED aims to address by providing online leadership training and career coaching training. We developed innovative online leadership training for mentors committed to mentoring people from diverse backgrounds that are focused on management and leadership skills. These modules contain exercises, self-assessments, and discussion boards. We also have reading materials and other supplemental work such as videos to augment the modules. We also created 2-day training on career coaching skills for mentors. Certified career coaches trained participants in career coaching tools so that they could incorporate these skills into their mentoring style. Mentors tend to view themselves as content advisors, and they focus on the next step in the research project rather than the research career. We trained mentors to provide career coaching to their mentees, which will help the mentee establish a successful biomedical research career trajectory. RESULTS/ANTICIPATED RESULTS: In total, 45 mentors attended the Career Coaching Workshop. We assessed 26 mentoring/career coaching traits. Every trait improved on post survey (Likert scale 1–7), for example, “Taking into account the biases and prejudices you bring to the mentor/mentee relationship” (Pre: 4.16, Post: 5.38) and Working with mentees to set clear expectations of the mentoring relationship (Pre: 4.27, Post: 5.32). Some comments from attendees included: “amazing,” “powerful,” “excellent program,” “learned so much.” For the online module, we have a maximum of 20 fellows enrolled in each module. Results show that the fellows rate the module extremely useful. A comment from 1 fellow confirms this: “This session has changed my life and I know that the PROMISED program will transform my abilities as a mentor and as a person.” DISCUSSION/SIGNIFICANCE OF IMPACT: Providing Career Coaching Training and Online leadership skills can significantly improve mentors ability to mentor people, particularly those from diverse backgrounds. In addition, this training can help mentors who are committed to mentoring people from diverse backgrounds promote their own careers as well as their mentees.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

scholarly journals Clinical teaching of student nurses by unit managers of selected hospitals in Limpopo Province

Curationis ◽  
2005 ◽  
Vol 28 (1) ◽  
Author(s):  
LA Murathi ◽  
M Davhana-Maselesele ◽  
VO Netshandama
Keyword(s):  
Nurse Practitioners ◽  
Clinical Teaching ◽  
Quality Care ◽  
Student Nurses ◽  
Phenomenological Approach ◽  
Practical Experience ◽  
Limpopo Province ◽  
Theory And Practice ◽  
Major Theme ◽  
Nurse Training

The comprehensive nature of nurse training needs the involvement of almost all health team personnel, including unit managers to gain practical experience and learn to correlate theory and practice. The overall aim of the study was to explore and describe the experiences of unit managers regarding teaching of student nurses in the clinical area and to develop recommendations that will enhance clinical teaching, for the production of competent future nurse practitioners who will render quality care to patients. A qualitative design, which is explorative, descriptive and contextual in nature, was employed, utilizing a phenomenological approach to capture the experiences of unit managers regarding teaching of student nurses at selected hospitals, where students are allocated for their clinical exposure. Ethical measures as well as measures to ensure trustworthiness were adhered to. In-depth phenomenological interviews were conducted with unit managers who shared their experiences regarding clinical teaching of student nurses. Data analysis was done according to Tesch’s (1990) open coding method. One major theme emerged, namely that unit managers experienced problems when doing clinical teaching of student nurses. Based on the findings the following recommendations were made: Colleges should open a two-way communication with unit managers, involvement of unit managers in the activities that take place at the college like courses, seminars and workshops on clinical teaching, learning contracts should be developed for the students and issues of clinical learning should be addressed and unit managers should be included in both summative and formative evaluations.

Servant leadership behavior

2021 ◽  
Vol 3 (1) ◽  
pp. 269-281
Author(s):  
Nur Basuki
Keyword(s):  
Servant Leadership ◽  
Leadership Training ◽  
Social Practice ◽  
Leadership Behavior ◽  
Phenomenological Approach ◽  
Symbolic Capital ◽  
Cultural Economic ◽  
Leadership Practice ◽  
2Nd Generation

This research is based on the reality of the high leadership achievements of the participants of the Supervisory Leadership Training (PKP) of the Human Resources Development Agency (BPSDM) of DKI Jakarta Province in 2020 and the length of change in one's leadership. This study aims to describe the servant leadership behavior of the alumni of Supervisory Leadership Training. This research departs from the perspective that leadership behavior is formed through social processes. The theory used as an analytical tool and to explain the leadership behavior of PKP alumni is the theory of social practice from Pierre Bourdieu. According to this theory, leadership behavior depends on the habitus, capital and arena of leaders. This qualitative research categorized as a case study was conducted on 19 purposively selected PKP alumni informants of the 2nd generation. Data were collected by written interview and analyzed by ideal type approach. Field findings show that the leadership behavior of alumni varies depending on the habitus formed, the capital they have and the arena that surrounds them. In conclusion, the informants have behaviors that are in accordance with the characteristics of servant leadership. Informants have a new leadership habitus and a confirmed habitus of the existing leadership practice. The informants also have a variety of capital in the form of social, cultural, economic and symbolic capital. Finally, there are two kinds of arenas owned by the informants, namely the arena of the Official Responsible for Technical Activities (PPTK) and the arena of the Budget User Authority (KPA). As a recommendation, this research is continued with a phenomenological approach to dig deeper into leadership serving the informants.  

Embracing Our “Otherness”

2016 ◽  
Vol 35 (1) ◽  
pp. 44-52
Author(s):  
Natasha Prodan-Bhalla ◽  
Diane Middagh ◽  
Sharon Jinkerson-Brass ◽  
Shabnam Ziabakhsh ◽  
Ann Pederson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Nurse Practitioners ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Spiritual Healing ◽  
Indigenous Communities ◽  
Phenomenological Approach ◽  
Models Of Care ◽  
Indigenous Community ◽  
Theory And Practice

Theories on the importance of holistic and spiritual healing within nonconventional models of care are vast, yet there is little written about the practical, clinical-level interventions required to deliver such practices in collaborative cross-cultural settings. This article describes the learning experiences and transformative journeys of non-Indigenous nurse practitioners working with a Cultural Lead from an Indigenous community in British Columbia, Canada. The goal of the Seven Sisters Healthy Heart Project was to improve heart health promotion in an Indigenous community through a model of knowledge translation. The article describes the development of a bridge between two cultures in an attempt to deliver culturally responsive programming. Our journeys are represented in a phenomenological approach regarding relationships, pedagogy, and expertise. We were able to find ways to balance two worlds—the medical health services model and Indigenous holistic models of healing. The key to building the bridge was our willingness to be vulnerable, to trust in each other’s way of teaching and learning, and allowing diverse viewpoints and knowledge sources to be present. Our work has vast implications for health promotion in Indigenous communities, as it closes the gap between theory and practice by demonstrating how Indigenous models can be integrated into mainstream health promotion practices.

scholarly journals Strategi Peningkatan Efektifitas Pelatihan Kepemimpinan: Telaah Teoretis dan Empiris

2018 ◽  
Vol 14 (1) ◽  
pp. 69-86
Author(s):  
Adi Suryanto
Keyword(s):  
Organizational Performance ◽  
System Design ◽  
Organizational Support ◽  
Leadership Training ◽  
Training System ◽  
Training Phase ◽  
Training Process ◽  
Effective Learning ◽  
Current Leadership

This article presents the idea of strategies for improving the effectiveness of leadership training that has so far not been clearly mapped. Although the current leadership training system design is perceived to be quite effective but in its perceived implementation it has not been optimal yet to boost organizational performance to the highest level. To focus the training into effective learning requires the organization to be able to pay attention to two important elements of training, participants characteristics and organizational support. Expectations of the two elements need to be met so that the training process runs perfectly. On this basis and with reference to empirical theories and experiences, this article successfully formulates three key strategies that need to be undertaken in the pre-leadership training phase, during leadership training, and post leadership training. Keywords : Effectiveness, Leadership Training Abstrak Artikel ini menyajikan pokok pikiran terkait strategi peningkatan efektivitas pelatihan kepemimpinan yang hingga saat ini masih belum terpetakan dengan jelas. Meskipun rancangan sistem pelatihan kepemimpinan yang ada saat ini dirasakan cukup efektif namun, dalam pelaksanannya dirasakan masih belum optimal mendongkrak kinerja organisasi ke level yang tertinggi. Untuk memfokuskan pelatihan menjadi pembelajaran yang efektif, mensyaratkan organisasi untuk mampu memperhatikan dua unsur penting yaitu karakteristik peserta pelatihan dan dukungan lingkungan organisasi. Ekspektasi dan harapan dua unsur tersebut perlu dipertemukan agar proses pelatihan berjalan sempurna. Atas dasar hal tersebut dan dengan berpedoman pada teori-teori dan pengalaman empiris, artikel ini berhasil memformulasikan tiga strategi utama yang perlu dijalankan mulai di fase pra-pelatihan kepemimpinan, pada saat pelatihan kepemimpinan, dan pasca pelatihan kepemimpinan. Kata Kunci : Efektivitas, Pelatihan Kepemimpinan

scholarly journals E-Learning System For Physical Education In IAIN Salatiga Using Google Classroom

2021 ◽  
Vol 3 (2) ◽  
pp. 270-277
Author(s):  
Fatkhur Rozi ◽  
Mega Widya Putri ◽  
M. Riski Adi Wijaya
Keyword(s):  
Physical Education ◽  
Study Design ◽  
Phenomenological Approach ◽  
Theory And Practice ◽  
Learning System ◽  
Major Obstacle ◽  
Case Study Design ◽  
Education Material ◽  
E Learning

This study aims to analyze the process of lecturing the theory and practice of physical education at the Salatiga State Islamic Institute (IAIN Salatiga) using the google clasroom media. The method used is qualitative with a phenomenological approach and case study design to examine in depth the aspects that influence the use of google classroom media in the physical education learning. The results of this study are the physical education e-learning using google classroom at IAIN Salatiga can be used as a solution to the limitations of theoretical and practical in the physical education learning. Furthermore, it makes it easier for lecturers to deliver physical education material and makes it easier for students to learn physical education material. Internet signal access is a major obstacle in e-leraning physical education using google classroom at IAIN Salatiga.

scholarly journals As Contribuições do Pibid para a Formação Inicial e a Construção dos Saberes Docentes

2021 ◽  
Vol 22 (3) ◽  
pp. 362-368
Author(s):  
Cristiane Katsue Miyazaki Nishiyama ◽  
Helenara Regina Sampaio Figueiredo
Keyword(s):  
Teacher Training ◽  
Theoretical Framework ◽  
Teaching Profession ◽  
Theory And Practice ◽  
Quality Education ◽  
Training Process ◽  
Teaching Knowledge ◽  
Initial Teacher Training ◽  
Personal Skills ◽  
The Relationship

ResumoEste artigo tem por objetivo investigar as relações entre teoria e prática para a construção dos saberes docentes e as contribuições evidenciadas para os licenciandos de Pedagogia, participantes do Programa PIBID (Programa Institucional de Bolsas de Iniciação à Docência), em que se busca refletir as discussões sobre o PIBID e suas contribuições para o processo de formação inicial docente. Como referencial teórico são consideradas as três categorias dos saberes: Conhecimento, Pedagógico e da Experiência. Para alcançar o objetivo foi aplicado um questionário com questões semiestruturadas para trinta participantes do Programa Pibid da Universidade Pitágoras Unopar - Londrina. Apresentam-se os resultados da categoria “Saberes do Conhecimento” e da subcategoria “Ser Pedagogo”. Os resultados evidenciam que os pibidianos mobilizam e desenvolvem saberes relacionados à profissão docente ao participar do PIBID. A vivência no PIBID oportunizou a reflexão sobre as competências profissionais e pessoais sobre ser um Pedagogo comprometido com a busca de ações efetivas para a conquista de uma educação de qualidade. Palavras-chave: Competências Profissionais. Teoria. Prática. Licenciatura. Abstract This article aims to investigate the relationship between theory and practice for the building of teaching knowledge and the evidenced contributions for the Pedagogy Licensiature students participants in PIBID Program (Institutional Program for Teaching Initiation Scholarships), in which it is sougth to reflect the discussions about PIBID and its contributions to the initial teacher training process. As a theoretical framework, three knowledge categories are considered : Knowledge, Pedagogical and Experience. To achieve the objective, a questionnaire with semi-structured questions was applied to thirty participants in Pibid Program of Pitágoras Unopar University - Londrina. The results are presented of “Acquaintance of Knowledge” category and of the “Being a Pedagogue” subcategory. The results reveal that the PIBID students mobilize and develop knowledge related to the teaching profession by participating in PIBID. The experience at PIBID provided an opportunity for reflection on professional and personal skills about being a Pedagogue committed to the search for effective actions to achieve quality education. Keywords: Professional skills. Theory. Practice. Licensiature degree.

Discussion about Excellence Engineers Education and Training Program of Materials Science and Engineering

2014 ◽  
Vol 889-890 ◽  
pp. 1680-1683
Author(s):  
Li Li ◽  
Nian Wang ◽  
Li Fang Zhang ◽  
Li Hong He
Keyword(s):  
Education Reform ◽  
Training Program ◽  
Materials Science ◽  
Education And Training ◽  
Theory And Practice ◽  
Training Experience ◽  
Science And Engineering ◽  
Engineering Theory ◽  
Materials Used ◽  
And Training

The "Excellence Engineers Education and Training Program" is one of the major reform projects that the Ministry of Education of the People's Republic of China (PRC) is implementing for the "National Plan for Medium and Long-term Education Reform and Development (2010--2020)"[1]. Based on "3+1 Program" of talents training mode for the "Excellence Engineers Education and Training Program", the framework for cooperative education was devised, in which science and engineering, theory and practice, academia and industry are comined to prepare students who not only create, design, and build, but understand the nature and behavior of the materials used in the building. To the end, the knowledge system of material science and engineering, including the necessary basic and characteristic professional knowledge, was proposed on the basis of the talents training experience exceeding ten years.

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