Peer-coaching in higher education : an analysis of the peer-coaching service at the Institute of Education, exploring processes of learning and underpinning valuesud

摘要

This research explores learning and democratic values in the peer-coaching serviceudat the Institute of Education (IOE).udThe service, set up seven years ago, adopted a learning-centred model of coachingud(Carnell, MacDonald and Askew 2006). An initial evaluation of the service focusedudmainly on benefits to the coachee (Hargreaves 2007). To date, there has been noudstudy into how learning is understood and facilitated by the coaches.udThis study builds on the work of the initial facilitators of the coaching group, Askewudand Carnell 2011, by providing a detailed study into how learning is interpreted inudpractice.udThe study is set in the context of Adult Learning. In particular, aspects of Mezirow’sudTheory of Transformative Learning are applied to illuminate the learning process. Sixudaudio-recorded coaching conversations are analysed. A system of analysis isudborrowed and developed from Conversation Analysis. The conversations areudpresented and analysed sequentially, before discussing approaches to learning, andudvalues that appear to underpin practice.udFindings suggest that despite following the same programme of professionaluddevelopment, coaches seem to understand learning differently resulting in diverseudpractice. Some appear to facilitate reflection on self. Connections between currentudand previous behaviour patterns are explored together with developing anudunderstanding of where embedded beliefs and attitudes have originated. In otherudconversations, a goal-centred approach, focusing on completing specific tasks, isuddominant.udThis research advances the argument for a learning-centred model of coachingudleading to individual development, fulfilment and possibly better working practices.udThe thesis addresses a gap in research by exploring the practice of coaching as audmodel for supporting adult learning, identifying democratic values that underpin andudgive strength to, the transformative learning model.udThe thesis concludes with suggestions for coaches’ professional development andudthoughts for future research.