Educative coaching: What kind of teacher identity is behind this new approach?

4Citations
Citations of this article
23Readers
Mendeley users who have this article in their library.
Get full text

Abstract

The new methodological trends associated with coaching are increasingly emerging in educational settings, leading to new approaches of conceiving teacher identity. This work is aimed to establish the type of teacher identity underlying upon the aforementioned approach, according to theory of education, through a critical and pedagogical analysis of both its basis and implications. Specifically, what it is been analyzed is how the teaching role, the educational relationship and the influence of teachers change compared to more traditional pedagogies and based on a review of relevant literature. The main conclusion to be drawn is that educational coaching, despite finding in its methodology some influences of classical pedagogies, promotes an increase in the active role of students, who will be lead to their best version with teachers accompaniment. To that end, new ways to have more equal communication caused by the use of questions, emotional education and listening will have a major role in that process.

Cite

CITATION STYLE

APA

Moya, A. V. (2019). Educative coaching: What kind of teacher identity is behind this new approach? Foro de Educacion, 17(27), 271–287. https://doi.org/10.14516/fde.657

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free