| Description |
1 online resource (xii, 208 pages) |
| Series |
Coaching psychology (London, England) |
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Coaching psychology (London, England)
|
| Contents |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of figures; List of tables; Foreword; 1 Introduction; Why am I writing this book?; A personal narrative of learning and coaching; Aim of this book; An overview of this book; Introduction to each chapter; Who is the book for?; A word on language; Part 1 An enquiry of educational paradigms, learning and coaching; 2 Philosophy and educational paradigms examined; Introduction; Traditional education worldviews and paradigmatic shift; The participatory worldview and education; Systems thinking and education |
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Complexity theory and educationSummary; Recommended reading; Key points for reflection; 3 What is learning?; Introduction; A psychological movement in the view of learning; Motivational theories of learning; Social perspectives on learning and discursive psychology; Humanistic perspective and person-centred psychological principles; Learning (how) to learn and lifelong learning; Learning as a journey; A learning-centred model; Summary; Recommended reading; Key points for reflection; 4 The place of coaching psychology in learning; Introduction; What is coaching psychology? |
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The meta-theory of coaching psychologyComparisons of coaching with other supporting approaches; Psychological approaches of coaching relevant to learning; Coaching and coaching psychology in educational contexts; A call for further research on coaching and learning; Summary; Recommended reading; Key points for reflection; Part 2 Empirical case studies of coaching psychology for learning; 5 Coaching psychology for enquiry-based learning (EBL) in secondary education; Introduction; Research design and methodology; The qualitative evidence: the thematic findings |
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The narrative evidence: students' learning storiesThe observational evidence: interactions and communication between learning coaches and students; The quantitative evidence: development of learning power and engagement; Summary; Recommended reading; Key points for reflection; 6 Towards a systems model of Coaching for Learning; Introduction; The definition of 'Coaching for Learning'; The systems model of Coaching for Learning; The context of Coaching for Learning; Why: the purpose of Coaching for Learning; How: the processes of Coaching for Learning; Who: people in the system |
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Evaluating the effectiveness of Coaching for LearningFeatures of the systems model of Coaching for Learning; Summary; Recommended reading; Key points for reflection; 7 Coaching psychology for problem-based learning (PBL) in medical education; Introduction; What is problem-based learning in medical education?; PBL tutoring and facilitation; How coaching psychology is related to PBL; The commonalities between coaching psychology and PBL; The (possible) differences between PBL tutoring and PBL coaching; Research methodology: participatory and phenomenological; Context of the study |
| Summary |
"The contribution of coaching psychology to educational fields is increasingly recognised. This timely book introduces coaching psychology as a facilitative method to support learning in different educational contexts. Coaching Psychology for Learning: Facilitating Growth in Education is conveniently organised into three parts:Part One begins with a detailed account of educational paradigms, learning theories, and coaching psychology theories; it then reviews important studies of coaching applied to the educational field and identifies a number of gaps to which coaching psychology for learning can contribute;Part Two presents two empirical participatory studies of coaching psychology for learning, which draw from both doctoral research conducted in the UK and educational work in Mainland China; two original and evidence-based coaching models are also illustrated;Part Three consolidates the empirical evidence and original coaching models by exploring the nature of educational coaching, including the context, purpose, processes, and people and their interrelations. The review of learning theories and coaching psychology theories in Part One enables the reader to gain a quick understanding of coaching psychology and its role in education, while the empirical studies in Part Two are particularly useful for undergraduate and postgraduate students, providing practical examples of how to conduct coaching psychology research in the field of education, in both the West and the East. The book also offers advice on design and implementation issues, which will benefit educational psychologists and coaching psychologists who wish to focus their professional practice in education. Coaching Psychology for Learning is essential reading for any teacher, student or practitioner who wishes to become an educational coach to facilitate learning. It will appeal to coaches and coaching psychologists, including those in training and at postgraduate level, as well as professionals in educational settings, such as school leaders, counsellors and coaches, and educational psychologists."--Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from digital title page (viewed on May 23, 2018) |
| Subject |
Educational psychology.
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Counseling psychology.
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Personal coaching.
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Learning.
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Psychology, Educational
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Learning
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Counseling psychology
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Educational psychology
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Learning
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Personal coaching
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| Form |
Electronic book
|
| LC no. |
2017058500 |
| ISBN |
9781315170510 |
|
1315170515 |
|
9781351692137 |
|
1351692135 |
|
