Teachers’ Attitude Toward Continuous Professional Training

Stan, Simona Alexandra; Stancovici, Vesna; Paloş, Ramona

doi:10.1016/j.sbspro.2013.07.020

Cited by 9 publications

(18 citation statements)

References 8 publications

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“…Experienced teachers are less likely to pursue learning opportunities (Richter et al, 2011). Experienced teachers also demonstrate increased routine seeking behaviors, cognitive rigidity, and are less likely to consider new perspectives (Stan et al, 2013).…”

Section: Purposementioning

confidence: 99%

“…In teaching literature, teachers who are high in dispositional resistance to change are less likely to seek out educational opportunities (Oreg et al, 2008). These teachers also report more negative feelings when faced with information that contradicts current practices and beliefs (Oreg et al, 2008), and are less likely to consider new perspectives (Stan et al, 2013). Coaches have been shown to demonstrate behaviors related to resistance to change, including holding onto traditionally accepted methods of coaching (Coakley, 1978).…”

Section: Rationalementioning

confidence: 99%

“…One major limitation of coach education research is that there are no studies examining individual variables and the role of the coach in the learning process. The field of teaching contains knowledge and understandings which can be applied to the field of coach education regarding how individual variables effect teachers' pursuit of continuing education and its effectiveness (Blunt & Yang, 2002;Oosterheert & Vermunt, 2001;Oreg et al, 2008;Stan et al, 2013). Teachers and coaches share many similarities, and findings from research on teachers will guide and inform future research regarding coaches.…”

Section: Coach Perception Of Coach Educationmentioning

confidence: 99%

“…Professional learning and development is necessary for all occupations to adapt to the changes occurring in a person's career path (Stan et al, 2013) and is the result of "harnessing formal and informal learning opportunities, which offer the possibility to expand and deepen professional expertise" (Stan et al, 2013(Stan et al, , p. 1722. Teachers are expected to embrace life-long learning (Knight, 2002).…”

Section: Teacher Factors In Professional Developmentmentioning

confidence: 99%

“…Resistance to change is a multidimensional construct consisting of four factors; routine seeking, emotional reactions to imposed change, short-term focus, and cognitive rigidity (Oreg et al, 2008;Saksvik & Hetland, 2009). Routine seeking reflects the desire of individuals to enjoy stable environments (Stan et al, 2013;Oreg et al, 2008).…”

Section: Attitude and Beliefs Towards Education According Tomentioning

confidence: 99%

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The influence of coaches' personal factors on the impact of coach education

Brown¹

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Many coach education programs have been developed to address the increasing demand for qualified coaches. The majority of these programs are sport-specific, and research has focused on the validation of individual programs. Research has failed to consider the role of the coaches' characteristics and their impact on coach education outcomes. This mixed methods study examined changes in coaching efficacy and behavior change after coaches' attendance of a non-formal positive coaching education program. The current study considered the relationship between changes in coaching efficacy and coaches' age, gender, experience, enrollment status (i.e. voluntary v. required), attitudes towards continuing education, and resistance to change. There were 65 coaches who completed this study. Prior to the workshop, participants completed a demographic survey, the Revised Adult Attitudes towards Continuing Education Scale, the Dispositional Resistance to Change Scale, and the Coaching Efficacy Scale. Following the completion of the workshop, coaches answered a follow-up survey containing the same surveys and a qualitative item regarding behavioral change. Results suggest that the coaches who completed the online program experienced significant increases in coaching efficacy and behavioral change. There was a significant relationship between enrollment status and changes in coaching efficacy and coaches' behavioral change. The findings indicate that coaches who are required to attend education do not experience the same changes in coaching efficacy or behavior compared to those who attend voluntarily. It is necessary to convince coaches of the benefit of continuing education for their careers and the athletes with whom they work.

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Section: Purposementioning

confidence: 99%