The Effect of Coaching and Mentoring Programs to Improve Students Competencies: Case Study of Beastudi Etos Scholarship

T., Purwa Udiutoma S.; Srinovita, Yulya; Si, Shevchenko

doi:10.13189/ujer.2015.030302

Cited by 3 publications

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“…Another effective strategy for being good mentors is giving feedback, as McGraw and Davis (2017) concluded from research findings that feedback, especially inquiry-oriented one, enhanced students' learning, extended and deepened understanding. Through their elaborate procedures, coaching and mentoring are believed to positively affect student learning outcomes, as exemplified by research results conducted by Udintoma and Srinovita (2015), aimed to investigate the effect of coaching and mentoring programs to improve student competencies, and found that the programs improved knowledge, skills, attitudes, and competency of scholarship recipients studying at five universities. In addition, Stahl, Sharplin, and Kehrwald (2016) conducted their research to develop pre-service teachers' confidence through real-time coaching in teacher education, and found the real-time coaching model improved the pre-service teachers' sense of confidence and ownership of learning by developing practical skills, effective attributes, and disposition toward continual improvement.…”

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confidence: 99%

Teacher Development Through Coaching and Mentoring Integrated with the 21st Century Instructional Strategies

Thipatdee¹,

Chaichana²,

Kamsanor³

2019

IES

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The research aimed to develop and evaluate teacher concepts and performances before and after training through coaching and mentoring procedures integrated with the 21st century instructional strategies of project-based learning, problem-based learning, and research-based learning. The subjects were 96 teachers teaching at schools under the jurisdiction of Si Sa Ket Primary Education Office 3, Si Sa Ket Province, Thailand, purposively selected from 11 schools with lower average scores of ordinary national educational test (ONET) than those of the national level. The results revealed the teachers gained better concepts since the posttest scores were significantly higher than those of the pretest at the .01 level. The teachers’ performances were at a level of pass with distinction, they satisfied with the training session at a higher level, and their composed lesson plans were at a fair level.

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Section: Introductionmentioning

confidence: 99%

Teacher Development Through Coaching and Mentoring Integrated with the 21st Century Instructional Strategies

Thipatdee¹,

Chaichana²,

Kamsanor³

2019

IES

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University Coaching Experience and Academic Performance

et al. 2023

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The university education process has changed, involving new roles for the student body and the teaching staff. While teachers train for these new functions, it is not the case for students who are neither prepared for group work nor to construct their learning strategy. Coaching can be an essential success factor here. Having been applied in other educational areas, such as educational coaching, and in other non-educational ones, such as sports or business coaching, this original work proposes to evaluate the effectiveness of a university coaching programme in academic performance. Therefore, the aim is to measure the impact of an independent variable, a hybrid coaching programme, on a dependent variable, university academic performance. Trainee teachers in the Melilla Campus of the University of Granada in Spain participated in this coaching programme. The research followed a quasi-experimental design with experimental and control groups (n = 70 students, and n = 69 students, respectively) with repeated initial and final evaluation measurements (pre-treatment and post-treatment). The professor and the students conducted academic performance evaluations. The performance of the experimental group was increased compared to that of the control one, considering significant differences concerning the starting point both in the average marks provided by the professor for the practices and in those of the students. Other works about coaching have highlighted its advantages, although they are not exclusively focused on the academic area like this study. This study has limitations and needs further research. However, it concludes that the coaching applied to trainee teachers enhances their performance in practical group tasks.

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Ámbitos de aplicación del Coaching educativo: una revisión bibliográfica del periodo 2013-17

Loredo¹,

Arizmendiarrieta

Montero

2019

ESXXI

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El coaching es una metodología que persigue el desarrollo del máximo potencial personal. Recientemente, se ha trasladado al campo educativo para mejorar las habilidades y prácticas de los docentes y el alumnado. Los objetivos principales de esta investigación son: realizar una revisión bibliográfica de los últimos años, identificar los ámbitos de aplicación más recurrentes, y descubrir aquellos menos contrastados, de cara a sugerir nuevas líneas de investigación. La metodología está basada en una revisión sistemática de artículos científicos de los últimos cinco años en idioma español e inglés, distinguiendo los que son exclusivamente teóricos o los que dan cuenta de algún tipo de intervención. Como resultado, se constata una gran cantidad de estudios que, sobre el coaching educativo, se hacen hoy en día, así como su eficacia y beneficios para toda la comunidad educativa si tenemos en cuenta los artículos de carácter práctico. Se puede apreciar que en algunos países, como Estados Unidos, la presencia del coaching ya está muy arraigada, pero en realidad se trata de un fenómeno global que impregna en mayor o menor medida al sistema educativo de países de los cinco continentes. A pesar de ello, muchos autores consideran que es preciso incrementar el número de estudios empíricos sobre el coaching educativo y garantizar su rigor científico. Para finalizar, y teniendo en cuenta el corpus existente, se propone profundizar en una línea de investigación poco estudiada: el uso del coaching para mejorar los problemas de aprendizaje en secundaria. Coaching is a methodology whose purpose is to develop as much as possible the potential of individuals. It has been recently applied to the educational field in order to improve teaching skills and teacher and student performance. The aims of this research are: to carry out a review of current literature about coaching, to identify the most common application areas and to detect underdeveloped lines of research regarding coaching with a view to suggesting new approaches to this field. The methodology is based on a systematic review of articles, both in Spanish and English, published during the last five years. Besides, a distinction is made between theoretical and empirical studies. The current interest in educational coaching is reflected by the high number of studies published on this matter. Moreover, empirical studies confirm the effectiveness and benefits of coaching for all the agents involved in the educational community. Educational coaching has become a habitual practice in some countries such as The Unites States and is progressively becoming popular in educational settings all over the world. Despite this growing interest, multiple authors point out that more research is needed on educational coaching. They also consider that it is necessary to guarantee the scientific rigor of research. Finally, and taking into account the current corpus of studies, it seems necessary to explore a research line which to date has not been paid enough attention to: the use of coaching in secondary education when it comes to supporting adolescents with learning difficulties.

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The Effect of Coaching and Mentoring Programs to Improve Students Competencies: Case Study of Beastudi Etos Scholarship

Cited by 3 publications

References 0 publications

Teacher Development Through Coaching and Mentoring Integrated with the 21st Century Instructional Strategies

Teacher Development Through Coaching and Mentoring Integrated with the 21st Century Instructional Strategies

University Coaching Experience and Academic Performance

Ámbitos de aplicación del Coaching educativo: una revisión bibliográfica del periodo 2013-17

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