Development of Mathematics and Science Teacher Competencies through Coaching
- 1 King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand
- 2 King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand
- 3 King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand
Abstract
Faced with impacts from globalization, rapid technological advancement and increasing competition, educational systems worldwide are racing to find sustainable ways to improve student achievement. As teachers are a direct conduit to students and their performance, targeting the development of teacher competency is an avenue worth exploring. An attractive option toward improving educational standards and achievement is coaching, as it is ongoing support for teachers. The objective of this study was to analyze existing literature on coaching in order to develop and implement a coaching system to facilitate professional development and increase instructional competencies of primary school math and science teachers at a private primary school in Samut p rakan, Thailand. Data was gathered through interviews and questionnaires conducted with coaches, teachers and students, with results indicating a high degree of satisfaction, most notably in teachers, with coaching allowing them to discover alternate possibilities and bolstering their skills and efficacy.
- Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing Professional Development that Works. Educational Leadership, 57, 28-33.
- Bruce, C. D., & Ross, J. A. (2008). A Model for Increasing Reform Implementation and Teacher Efficacy: Teacher Peer Coaching in Grades 3 and 6 Mathematics. Canadian Journal of Education/Revue canadienne de l'éducation, 346-370.
- Cantrell, S. C., & Hughes, H. K. (2008). Teacher Efficacy and Content Literacy Implementation: An Exploration of the Effects of Extended Professional Development with Coaching. Journal of Literacy Research, 40, 95-127. https://doi.org/10.1080/10862960802070442
- Cherkowski, S. (2012). Teacher Commitment in Sustainable Learning Communities: A New “Ancient” Story of Educational Leadership. Canadian Journal of Education, 35, 56-68.
- Chien, C. W. (2013). Analysis of an Instructional Coach’s Role as Elementary School Language Teachers’ Professional Developer. Current Issues in Education, 16, 1-8.
- Corcoran, T. (2015). Summary of Discourse on Improving Science Teaching. http://goo.gl/dIJVfw
- Cornett, J., & Knight, J. (2009). Research on Coaching. In Coaching: Approaches & Perspectives (pp. 192-213). California: Corwin Press.
- Darling-Hammond, L., Chung-Wei, R., & Andree, A. (2010). How High Achieving Coun- tries Develop Great Teachers. California: Stanford Center for Opportunity Policy in Education.
- Garmston, R. (1987). How Administrators Support Peer Coaching. Educational Leadership, 44, 18-28.
- Gallego Ortega, J. L., & Fuentes, A. R. (2015). Communication Skills Training in Trainee Primary School Teachers in Spain. Journal of Teacher Education for Sustainability, 17, 86-98. https://doi.org/10.1515/jtes-2015-0007
- Geng, G., Midford, R., & Buckworth, J. (2015). Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-Service Teachers during Teaching Practicum. Journal of Teacher Education for Sustainability, 17, 35-47. https://doi.org/10.1515/jtes-2015-0003
- Ilisko, D. (2007). Teachers as Agents of Societal Change. Journal of Teacher Education for Sustainability, 7, 14-26. https://doi.org/10.2478/v10099-009-0002-9
- Joyce, B., & Showers, B. (1982). The Coaching of Teaching. Educational Leadership, 40, 4- 10.
- Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Newbury Park, CA: Corwin Press.