Original article | Turkish Journal of Teacher Education 2020, Vol. 9(2) 134-146
pp. 134 - 146 | Manu. Number: MANU-2011-30-0001.R1
Published online: December 31, 2020 | Number of Views: 12 | Number of Download: 18
This paper is focused on effective professional development approaches provided to university teachers. The motivation behind this research is the lack of previous studies that examine the impact of coaching approaches on formal professional development training and the characteristics of effective professional development offered to university teachers. The study was guided by three research questions correlated to the characteristics of effective professional development sessions for university teachers, the impact of coaching approaches on the professional development, and teachers’ needs and requirements in professional development sessions.
Keywords: Effective Coaching, Higher Education, Professional Development, Teaching, Teacher Training
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Aguilar, E. (2013). The Art of Coaching: Effective Strategies for School Transformation. San Francisco: Jossey -Bass.
Allison, S. (2014). Perfect Teacher-Led CPD, Independent Thinking Press. Crown House Publishing.
Ancess, J. (2001). Teacher learning at the intersection of school learning and student outcomes. In: Lieberman, A., Miller, L. (Eds), teachers caught in the action professional development that matter. New York: Teacher’s college press.
Baker, S., & Smith, S. (1999). Starting off on the right foot: the influence of four principles of professional development in improving literacy instructions in two kindergarten programs, in learning disabilities research and practice, 14(4), 239 -253.
Buckner, E., Chedda, S. & Kindreich, J. (2016). Teacher Professional Development in the UAE: What Do Teachers Actually Want? Sheikh Saud bin Saqr Alqasimi foundation, policy paper No. 16.
Ciampi, M.M., Brito, C. D., Amaral, L., Vasconcelos, R., & Barros, V. F. A. (2014). A program designed to empower engineering educators, Frontiers in Education Conference (FIE), 2014.
Clement, M. & Vandenberghe, R. (2000). Teachers’ professional development a solitary or collegial (ad) venture? Teaching and teacher education, 16, 81-101.
Cohen, D. (1990). Revolution in classroom: the case of Mrs. Oublier, Educational evaluation and policy analysis, 12(3), 311-329.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. London: Routledge.
Dadds, M. (2001). Continuing professional development: nurturing the expert within. In: Soler, J., Craft, A., Burgess, H., (Eds) teacher development exploring our own practice. London: Paul Chapman publishing and the Open University.
Dewey, J. (1910). How we think. Renaissance Classic, USA.
Downey, M. (2014). Effective Modern Coaching. London: LID Publishing.
Elizelle J. Cilliers (2017). The challenge of teaching generation Z, International Journal of Social Sciences, GRDS.
Fink, L.D., Ambrose, S., & Wheeler, D. (2005). Becoming a professional engineering educator: a new role for a new era, Journal of Engineering Education, Special Issue: The Art & Science of Engineering Education, volume 94, no. 1, 185-194.
Fook, J., & Gardner, F. (2007). Practicing Critical Reflection: A Resource Handbook. UK: Open University Press McGraw-Hill International.
Gallimore, R. and Tharp R. (1990). Teaching mind in society: teaching, schooling and literate discourse, in: Moll, L. .C (ed.) Vygotsky and education; instructional implications and applications of socio-historical phycology, Cambridge: Cambridge University Press.
Ganser, T. (2000). An ambitious vision of professional development for teachers. In NASSP Bulletin, 6-12.
Gerken, M., Beausaret, S., & Segers, M. (2015). Working on professional development of faculty staff in higher education: investigating the relationship between social informal learning activities and employability, 135-151.
Grace, D. (1999). Paradigm lost (and regained), Independent School, 54-57.
Graydin. (2019). Coaching is a powerful approach to unlocking a person’s natural abilities. Retrieved on 10 May 2020 from: http://www.graydin.com/aboutcoaching/
Guskey, T. R. (2003). Professional development that works: what makes professional development effective? Phi Delta Kappan, 48 -750.
Hunzicker, J. (2010). Characteristics of Effective Professional Development: A Checklist, Bradley University.
Iordanou, I., Lech, A. & Barnes, V. (2016) Coaching in Higher Education. C. Van Nieuwerburgh, Coaching in Professional Contexts, London: Sage, 145-158.
Johnson, K. (2016). 5 Things Teachers Want from PD, and How Coaching and Collaboration Can Deliver Them—If Implementation Improves. Retrieved on 10 March 2020 from: https://www.edsurge.com/news/2016-06-28-5-things-teachers-want-from-pd-and-how-coaching-and-collaboration-can-deliver-them-if-implementation-improves
Johnson, K.E., & Golombek, P.R. (2011). Research on second language teacher education: A sociocultural perspective on professional development, New York: Routledge.
Kimsey-House, H., Kimsey-House, K., Phillip Sandahl, P. & Laura Whitworth, L., (2011). Co-Active Coaching: Changing Business, Transforming Lives. Hodder & Stoughton General Division.
King, M.B., & Newmann, F. M. (2000). Will teachers learning advance school goals? Phi Delta Kappan, 576- 580.
Kolari, S. (2002). Does pedagogical training benefits the engineering educators? 5th UICEE Annual Conference on Engineering Education under the theme: Student-centred Engineering Education, 59 -70.
Martín Bascopé, Paolo Perasso &Kristina Reiss (2019). Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development
McKee, C.W., Johnson, M., Ritchie, W. F., & Tew, W. F. (2013). Professional Development of the Faculty: Past and Present, Special Issue: The Breadth of Current Faculty Development: Practitioners' Perspectives, 15–20.
McLaughlin, M. W, & Zarrow, J. (2001). Teachers engage in evidence-based reform: trajectories of teachers, inquiry, analysis, and action in Lieberman, A., Miller, L. (Eds), Teachers caught in the action professional development that matter. New York: teachers college press.
McNiff, J. & Whitehead, J. (2006). All You Need to Know about Action Research, London: Sage.
Muhammad Haseeb, (2019). Teaching Generation Z Students in the Technology-Driven World, Cases on Digital Learning and Teaching Transformations in Higher Education.
Nussbaum-Beach, S. (2015). 10 things Teachers Want in Professional Development Retrieved on 10 March 2020 from: http://plpnetwork.com/2015/08/28/10-teachers-professional-development/.
Premnadh M. Kurup, Xia Li, Greg Powell & Michael Brown, (2019). Building future primary teachers' capacity in STEM: based on a platform of beliefs, understandings and intentions, International Journal of STEM Education volume 6, Article number: 10.
Robinson, E. (2008). Teaching in higher education is there a need for training in pedagogy in graduate degree programs, Research in Higher Education Journal, 11.
Robson, C. (1993). Real world research: A resource for social scientists and practitioner-researchers. USA: Blackwell Publishers.
Saad F Shawer. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training, Teaching and Teacher Education, 296-313
Showers, B. (1982). Transfer the training: the contribution of coaching, The Journal of Education,163-172.
Wood, F., & McQuarrie, F. (1999). On the job learning, Journal of staff development,10 -13.
December 2020All Articles