Geduld als Ressource

Many young adults find the pressure to perform highly stressful. For the field of individual coaching, the question arises of how patience can improve the situation of those affected. Based on a historical–philosophical classification, this book presents research approaches and studies on patience. Through a qualitative survey of 176 volunteers in their social year, the reader learns how young adults see patience as a form of help in crises. The central criteria in this respect are 'learning to be patient in everyday life and using the example of one’s parents', a 'dialogical relationship' and more 'time for rest and relaxation'. The book also describes recommendations for health promotion in (social) educational coaching for practice and research.

Teacher Coaching as an Example of Solving Logical Problems

Based on the technology of teachers' educational coaching, a methodical approach of interaction between students and teachers for solving a non-standard task by a student a task with "extra" data in the condition, is demonstrated. The presented methodology is designed to help students develop the necessary skills to successfully complete the task. The main stages of the methodology are detailed, from critical understanding of the task (topic), goal setting, motivation of activities and the choice of strategy to a creative approach to solving the task and analyzing the results. The role of the teacher consists in posing guiding questions, increasing student motivation, monitoring difficult situations while moving towards a set goal. The result is the unlocking of the child's potential for the formation of his inner desire to "learn how to learn". During the coaching session, the effectiveness of various graphical models was considered and evaluated using the example of solving a logical problem.

Towards a Comprehensive Model of Educational Coaching? Inference towards executive competences and leadership

This work alludes to the research resulting from the development of the Comprehensive Model of Educational Coaching (MICE) (ModeloIntegralCoachingEducativo.es) during two educational courses performed through training, in both individual and team coaching processes, with non-university teachers from Aragon (Spain). Data has been collected through a questionnaire about expectations, a questionnaire about technical competences, a questionnaire about transversal competences, a discussion group and an open questionnaire sent online to explore the repercussion of the training. We conclude with results related to the expectations about Educational Coaching training; its aspects for improvement, developed competences and expectations; and competences related to the managerial and teaching functions. Among highlights of the results, the study reveals that MICE encourages classroom coaching (through tutorials, work groups, attention to language use, etc.). It also fosters, among other things, the establishment of an appropriate classroom environment, respect for the students, regard for student initiatives, decision-making support, empathy and better management of information and positive emotions. The study provides results categorized by gender, connections to management teams, educational level, and characteristics of the education centre (privately administered/publicly financed and public).

Ámbitos de aplicación del Coaching educativo: una revisión bibliográfica del periodo 2013-17

El coaching es una metodología que persigue el desarrollo del máximo potencial personal. Recientemente, se ha trasladado al campo educativo para mejorar las habilidades y prácticas de los docentes y el alumnado. Los objetivos principales de esta investigación son: realizar una revisión bibliográfica de los últimos años, identificar los ámbitos de aplicación más recurrentes, y descubrir aquellos menos contrastados, de cara a sugerir nuevas líneas de investigación. La metodología está basada en una revisión sistemática de artículos científicos de los últimos cinco años en idioma español e inglés, distinguiendo los que son exclusivamente teóricos o los que dan cuenta de algún tipo de intervención. Como resultado, se constata una gran cantidad de estudios que, sobre el coaching educativo, se hacen hoy en día, así como su eficacia y beneficios para toda la comunidad educativa si tenemos en cuenta los artículos de carácter práctico. Se puede apreciar que en algunos países, como Estados Unidos, la presencia del coaching ya está muy arraigada, pero en realidad se trata de un fenómeno global que impregna en mayor o menor medida al sistema educativo de países de los cinco continentes. A pesar de ello, muchos autores consideran que es preciso incrementar el número de estudios empíricos sobre el coaching educativo y garantizar su rigor científico. Para finalizar, y teniendo en cuenta el corpus existente, se propone profundizar en una línea de investigación poco estudiada: el uso del coaching para mejorar los problemas de aprendizaje en secundaria. 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.

The Development and Growth of Professional Coaching as an Education Retention Strategy

This chapter develops background, data points, research, and literature review context around the factors and the educational environment that led to the identification of processional coaching as a promising retention strategy at post-secondary institutions. The chapter begins with some background on the history of educational coaching and how it was initially defined and then chronicles the development of professional coaching as an educational retention strategy. The chapter briefly discusses the financial impact of low retention both from a student and an institutional perspective. The chapter then looks at graduation rates by institution and surveys online versus face-to-face graduation rates and the growth of online learning and its impact on student retention. There is exploration of how for-profit institutions and their growth created a conducive environment for the design and deployment of professional coaching in the higher education sector. The chapter also investigates how increased participation in higher education led to lower completion rates and how this dynamic eventually led to the development of new and innovative strategies around retention. Some background on the birth and ascension of online degree completion programs also helps to set the stage for later research related to retention and student success and how non-first-time students as the new majority are impacting the post-secondary education marketplace. Learning and motivation challenges for non-first-time students are also introduced and explored within the context of the development of coaching as a retention strategy.