Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601186
Title: Coaching psychology for learning : a case study on enquiry-based learning and learning power development in secondary education in the UK using participatory research methodology
Author: Wang, Qing
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2013
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Abstract:
This research is an empirical exploration of the relationship between coaching and learning in a state secondary education. Coaching psycho logy and coaching have been increasingly used in the discourse of education. However there is a lack of research systematically looking at how coaching can make a difference to the knowledge construction process and learning power development of secondary students. The current research examines the role of coaching in secondary students ' formal learning setting, investigates teachers' and students' perceptions of coaching and critically discusses how the implementation of coaching strategies in enquiry-based learning would influence the development of students' positive learning dispositions and learning agency. The research employed an exploratory sequential case study design in a modified participatory methodology. It involved a UK mainstream secondary school during the academic year 2010/2011. The students participated in three prototypes of enquiry-based learning facilitated by teachers who were specifically trained to be coaches. The study utilised a qualitative-driven mixed approach to collecting and analysing data. The findings indicate that the relationship between coaching and learning is best understood as a participatory living system, theorised as 'coaching for learning'. The system involves simultaneous processes in which learning coaches and learners move along different modes of coaching relationships for different purposes in various learning circumstances. In order to understand the relationship and communication between coaches and learners, it is particularly important to explore the psychological and discursive aspects of the system. In this research, significant increases in students' higher order learning capacities, independence, learning relationships, confidence, autonomy and learning agency were observed. It could be concluded that the implementation of coaching psychology in enquiry-based learning has the potential to enhance secondary students' positive learning dispositions and learning agency. This is achieved by facilitating the knowledge construction process and gradually handing over the responsibility of learning to the learners themselves. The current research has special value in extending our theoretical and empirical understanding of coaching and coaching psychology to the context of formal secondary education with consideration of practices.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.601186  DOI: Not available
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