Match games: exploring the match between novice teachers and induction coaches

Classroom Management Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation

“…Additionally, CMC success hinged on their ability to build relationships with their FYTs by exhibiting their expertise and exclusively supporting development (as opposed to evaluation). This reiterates the importance of individualized coaching alongside defining positive interactions from the coaches' perspective (e.g., Kwok et al, 2021). Finally, CMCs had to facilitate constant, open communication with APs to cultivate trust and a sense of collaboration.…”

“…Further, district programs embedding teacher coaching appear to be particularly successful in supporting classroom management, as the personalized nature of the teacher-coach relationship could provide nuanced assistance (Kraft & Blazar, 2018; Kwok et al, 2021; Pas et al, 2016). For instance, Flynn et al (2016) examined the use of a professional development intervention incorporating one-on-one coaching focused on classroom management strategies.…”

Applying coaching technologies in professional self-development of socionomy specialists in supporting families that have children with special needs

“…In the methodological aspect, coaching is defined as a strategy that promotes individual and personal support provided to the educators (Zholdasbekov et al, 2022). The impact of quality coaching on professional growth through the design of appropriate educational and training programmes (Kwok et al, 2021;Mitchell et al, 2020), its focus on achieving clearly defined goals (Obukh, 2018) is noted. The introduction of coaching technologies has a positive effect on the ethical component of personality, responsibility development, self-confidence, initiative, independence in performing professional tasks, making choices and setting goals (Savchenko et al, 2021;Shvardak, 2021).…”