Coaching and Adult Learning: Theory and Practice

Abstract

In this chapter, the author explores how the adult learning theories of andragogy and transformative learning may be used when coaching adult learners.

Vertical integration in medical education: the broader perspective

“…VI curricula provide relevance to basic sciences for clinical practice, by matching learning with the way the knowledge is to be used [ 3 ]. This supports an important aspect of adult learning theory explaining adult learners’ focus on the relevance of the topic when learning [ 6 ]. In addition, it has been suggested that similarity between the context in which something is learned and in which that knowledge is to be applied enhances memory retrieval [ 7 ], and that the connection between basis science and clinical cases stimulates the building of relevant knowledge frameworks [ 8 , 9 ].…”

Exploring the Process of Transformative Learning in Executive Coaching

“…Most transformative learning studies, however, were conducted retrospectively (Mezirow & Taylor, 2011). This study found that disorientation can also be triggered proactively because the active engagement between the coaching dyads (in real time) can act as a catalyst both of disorientation, as argued by scholars Christie et al (2015) and Hoggan et al (2017) who indicated that learning programs could trigger disorientation, and the mitigation thereof (Cox, 2015; Hoggan et al, 2017). Invariably, coachees need a safe environment in which to mitigate the disorientation (Mälkki & Green, 2016), an environment that the coach needs to create.…”

New School Principals’ Training Experiences and Transition to Leadership Roles in Urban Education: A Mixed-Methods Approach

“…Such skills become essential in challenged urban education settings with multiple use opportunities. The findings suggest that new principals benefit from professional development programs like LIM, which provides a space for dialogue-a community of practice-involving a critical and reflective examination of such assumptions (Cox, 2015;Wenger et al, 2002). Taylor (2008) explains that for transformative learning to happen, there needs to be a critical reflection process where "learning is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience to guide future action" (Mezirow, 1997, p. 162).…”

“…Such skills become essential in challenged urban education settings with multiple use opportunities. The findings suggest that new principals benefit from professional development programs like LIM, which provides a space for dialogue—a community of practice—involving a critical and reflective examination of such assumptions (Cox, 2015; Wenger et al, 2002).…”