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Coaching for me means you can actually develop someone more personally quicker and to greater heights. It’s thinking first class and making progress.



Brian Turner CBE, Television Chef


Author and publication overview


  • Chapter 1: What is coaching? Kathleen Collett

  • Chapter 2: Reflections on vocational coaching practice: Paul Crisp, Rebecca Raybould and Kate Holdich, Centre for the use of Research and Evidence in Education.

  • Chapter 3: Coaching as a pedagogical approach, Professor Jill Jameson, University of Greenwich.

  • Chapter 4: Nurturing master of high level vocational practice through coaching, Professor Alan Brown, University of Warwick, IER

  • Chapter 5: Coaching and formative assessment, Dr Chris Devereux, Institute of Education

  • Chapter 6: Practical approaches to integrating coaching into teacher training and CPD, Dr Liz Browne, Oxford Brookes University

      

The role of coaching in vocational education and training

This publication, Insights: the role of coaching within vocational education and training, examines an approach to training which is not normally associated with the vocational education and training sector, but has been successfully used to develop excellence in many other sectors; coaching.

There is relatively little research in this area and we believed that exploring what role there could be for coaching within the sector could provide insights which would be important for the training of trainers.


Publication overview

The publication explores different aspects of coaching and how it may relate to training delivery in the sector. In addition, we conducted a number of interviews  with eminent leaders from a variety of sectors including sports, music, military and catering backgrounds, to explore what the vocational training sector might learn from sectors where coaching is more established.

Some of the key issues explored in the publication include:

  • Although coaching is widely used in vocational education and training, it is often not structured or referred to as coaching practice. It has the potential to improve the learning experience when conducted effectively.
  • Coaching, as part of vocational learning, has the potential to play an important role in promoting excellent workplace performance.
  • There is no absolute definition of coaching; however, what is clear is that coaching in whatever definition is used has certain key attributes. It is:

    • Relational, in that it necessarily involves individualised feedback and a strong relationship to be developed.
    • Dynamic, in that the coach must react to consistently changing demands.
    • Co-productive, in that both the coach and the coachee must be actively engaged in creating the learning experience.
    • Performance or outcome focused, in that it necessarily builds on existing skills, rather than developing foundation level skills.


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THe role of coaching in vocational education and training


 









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