Journal articles: 'Teacher-coach'

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Figone, Albert J. "Teacher-Coach Burnout." Journal of Physical Education, Recreation & Dance 57, no. 8 (1986): 58–61. http://dx.doi.org/10.1080/07303084.1986.10609448.

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Horton, Patricia, William Horton, and Rick Amundson. "Fairplay Teacher Or Coach?" Strategies 3, no. 1 (1989): 15–19. http://dx.doi.org/10.1080/08924562.1989.10591701.

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Emmerson, Jack, and Stephen Macdonald. "“You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy." Education Sciences 15, no. 1 (2025): 109. https://doi.org/10.3390/educsci15010109.

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The sources of knowledge that sport coaches use have been widely researched however, their impact on espoused pedagogy in the teacher-coach context is comparatively underexplored The purpose of this study was to explore how teacher-coaches view knowledge, develop their knowledge, and espouse pedagogical practice. Semi-structured interviews and thematic analysis were used to explore this area with eleven teacher-coaches. Results were consistent with previous work on coaches’ and the perceived impact of formal coach education; however, certain aspects conflicted in the teacher-coach context. Teacher-coaches reported certain elements of their knowledge as fixed (such as technical models of skills) while acknowledging others such as pedagogical content as tentative. Similarly, although formal coach education was consistently regarded as low-impact due to prior teacher education, those teacher-coaches who had progressed furthest in this field displayed greater declarative nuance and adaptability. This suggests tacit benefits of formal coach education in the role of the theoretical underpinning of coaches’ practice.

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Rosenburg, Danny, and Willis McAleese. "Fairplay: The Teacher/Coach Role Conflict." Strategies 1, no. 5 (1988): 15–25. http://dx.doi.org/10.1080/08924562.1988.10591624.

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Manchey, Theresa. "The English Teacher as Debate Coach." English Journal 75, no. 1 (1986): 46. http://dx.doi.org/10.2307/816544.

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Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "A comparative analysis of physical education and non-physical education teachers who coach high school sport teams." International Journal of Sports Science & Coaching 12, no. 5 (2017): 557–64. http://dx.doi.org/10.1177/1747954117727629.

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Although high school sport in Canada has traditionally been an extracurricular activity overseen by physical education teachers, recent findings demonstrate how the majority ( n = 1677, 60%) of coaches are in fact non-physical education teachers. The purpose of the present study was to compare physical education and non-physical education teachers who coach high school sport teams. A national sample of 2890 Canadian high school teacher-coaches (males = 1967, 68%) from all 10 provinces and 3 territories responded to an online survey. Significant differences were found between physical education teacher-coaches and non-physical education teacher-coaches in terms of demographic variables, perceived teacher-coach benefits, and perceived coaching efficacy, whereby physical education teacher-coaches tended to have more favorable perceptions. Based on the results, access to coach education should be facilitated, particularly for non-physical education teacher coaches.

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McCabe, Ellen M. "My Role as Teacher, Coach, and Nurse." NASN School Nurse 28, no. 6 (2013): 292–93. http://dx.doi.org/10.1177/1942602x13490802.

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Carpenter, Linda Jean. "Courtside: Dismissing the Teacher/Coach at Midterm." Strategies 1, no. 1 (1987): 15–16. http://dx.doi.org/10.1080/08924562.1987.10591583.

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Carter, John MARSHALL. "The Social Studies Teacher as Writing Coach." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 5 (1991): 346–49. http://dx.doi.org/10.1080/00098655.1991.9955888.

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O’Dwyer, Anne, and Richard Bowles. "Exploring the Potential Value of Self-Study to Support Coach Learning." International Sport Coaching Journal 7, no. 1 (2020): 95–101. http://dx.doi.org/10.1123/iscj.2018-0105.

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A range of learning opportunities needs to be afforded to coaches to support the complexity of effective coaching. Coaches learn to coach in formal and informal settings. Much research has advocated collaborative coach learning, but there is a need to conduct research in order to evidence reliable ways to support collaborative coach learning. Self-study has been effective to support practitioners’ learning in teacher education and physical education teacher education. To date, there has been a very limited application of self-study in coaching contexts. This Insights paper advocates the use of collaborative self-study as a reliable and valid approach to support meaningful coach learning. This paper documents the researchers’ own experiences of learning to coach within a collaborative self-study. The coaches focused on developing an athlete-centred coaching approach. This paper illustrates how self-study supported collaboration, reflection, and pedagogical innovation over the course of a Gaelic football season. The authors outline implications for future research into coaching and coach education.

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Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "Profiling the Canadian High School Teacher-Coach: A National Survey." International Sport Coaching Journal 3, no. 2 (2016): 145–55. http://dx.doi.org/10.1123/iscj.2015-0110.

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Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.

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Dunham, Valerie, and Dana A. Robertson. "Discourse Within the Interactional Space of Literacy Coaching." Education Sciences 15, no. 6 (2025): 694. https://doi.org/10.3390/educsci15060694.

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Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, and coach retrospective think-aloud protocols of a literacy coach and elementary school teacher who described their partnership as “successful”. We examined participants’ values expressed about coaching; how each participant positioned themselves, each other, and the coaching context; and the nature of the coach–teacher discourse therein to answer the following question: what occurs in the interactional space between a coach and teacher when engaged in coaching meetings? We found four categories of values focused on participatory choice, their sense of connectedness, knowledge development, and their approach to working with/as a coach. Further, participants’ positionings signified agency for both the coach and teachers in the interactional space. While bracketing and leveraging their own authority, the coach’s language choices promoted teachers’ agency within the interactional space, providing insight into how language functions to shape the “public sphere” of coaching interactions.

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Kochergina, Inna S., Natalia E. Serebrovskaya, Sergey I. Timin, and Tamara T. Shelina. "PSYCHOLOGICAL CULTURE OF A TEACHER-COACH AS THE BASIS FOR SUCCESSFUL COACHING YOUNG ATHLETES." Russian Journal of Education and Psychology 13, no. 1 (2022): 177–91. http://dx.doi.org/10.12731/2658-4034-2022-13-1-177-191.

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Purpose. The article is concerned with the theoretical and empirical study of such a complex and at the same time pivotal phenomenon of personality as the psychological culture of a teacher-coach. This phenomenon is considered as the basis of successful coaching training activities of a teacher-coach with young athletes. This article presents an analysis and review of the leading approaches to the understanding of the content of psychological culture within the framework of academic psychology studies, as a result a lack of consistency in the interpretation of the definition of ‘psychological culture’ and its role in the professional development of a teacher-coach are revealed. Methodology. The goal of the study – to determine the content of the psychological culture of teacher-coaches and identify the predominant components of their psychological culture – is achieved through the methodology of subjectivity. The results of the study were gathered in one of the major sports schools of Nizhny Novgorod (Russia). In the empirical part of the study, a specially selected diagnostic complex of psychological techniques was used to determine the structural components of the phenomenon under study and to identify the role of each of them. The results of the diagnostics were processed using Spearman’s correlation analysis, which showed the significant interdependencies between the main characteristics of the phenomenon of the psychological culture of the teacher-coach and the importance of the structural trinity in the formation of the phenomenon under study. Results. The result of the study presented in the article states a direct connection between the distinct manifestation of the components of the psychological culture of a teacher-coach and the success of their coaching activities, i.e. the achievements of young athletes and also defines the psychological culture as a phenomenon of personality that affects the professional success in coaching activities.

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Jakopovic, Paula M. "Coaching to develop teacher professional noticing: planning with students and mathematics in mind." International Journal of Mentoring and Coaching in Education 10, no. 3 (2021): 339–54. http://dx.doi.org/10.1108/ijmce-10-2020-0064.

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PurposeThis paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.Design/methodology/approachNarrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.FindingsThe initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.Originality/valueThis study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

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Kubo, Masaaki. "Teacher/Coach re-examined : educational problems of coaching." Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences) 47, no. 5 (2002): 485–90. http://dx.doi.org/10.5432/jjpehss.kj00003390729.

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KUBO, Masaaki. "A Study on Problems of the Teacher/Coach." Japanese Journal of Sport Education Studies 12, no. 1 (1992): 9–16. http://dx.doi.org/10.7219/jjses.12.9.

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Kneer, Marian E. "Solutions to Teacher/Coach Problems in Secondary Schools." Journal of Physical Education, Recreation & Dance 58, no. 2 (1987): 28–29. http://dx.doi.org/10.1080/07303084.1987.10609505.

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Kolokolova, N. M. "TERMINOPATIYA: COACH." Main problems of modern linguistics 12, no. 12 (2020): 48–52. http://dx.doi.org/10.21672/2075-535x-2020.02.29-048-052.

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The article analyzes the lexico-semantic meaning of the term of English origin coach and coaching, the frequency of its use in speech of the Russian-speaking society. A comparative analysis of the professional characteristics of the coach and the teacher, their working conditions and working methods is carried out. It is concluded that extrapolation of the concept of economic term to the sphere of general and higher education in Russia is irrelevant.

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Buly, Marsha Riddle, Tracy Coskie, LeAnne Robinson, and Kathy Egawa. "From The Coaches’ Corner: What Is a Literacy Coach?" Voices from the Middle 12, no. 1 (2004): 60–61. http://dx.doi.org/10.58680/vm20044666.

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This is the first in a series of columns that will define and explore what it is to be a literacy coach or a classroom teacher working with a literacy coach. This first column offers a detailed definition that includes a helpful graphic.

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Burla, A., O. Petrenko, O. Burla, and V. Bosko. "Psychological aspects of the coach's activity." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(164) (May 12, 2023): 47–50. http://dx.doi.org/10.31392/npu-nc.series15.2023.5(164).10.

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The article represents the problem of «psychological emotional abuse» of a coach, which has a negative effect on professional activity. Trainer, like and a teacher, inclusions to professional activity, which is characterized by high emotional, psychological ambitions. The specificity of the pedagogical activity of the coach lies in the fact that she will also follow the laws of intercourse, transferring active emotional interaction. The coach's mastery is based on several components: pedagogical directness, knowledge, and professionally important qualities. The profession of a coach is also a different kind of pedagogical activity of a teacher, and the skills of a teacher are specific, similar to the professional activity of a teacher-teacher. This is due to the fact that there is a direct fallow between teachers and gaining knowledge and skills by athletes. Whether pedagogical activity is different and foldable, the trainer’s activity may be especially special, which makes it even more complicated. The duty of the coach, the hour of the match with the duty of the teacher is to complete his own. At the current stage of the development of psychological science, it is important for domestic and foreign psychologists to bring up the problem of dealing with emotional distress syndrome. Research on the burnout syndrome is clearly not enough, resulting in a lack of scientific knowledge about the essence and mechanisms of this phenomenon and the lack of reliable, effective methods for its prevention and correction. Currently, there is no single view on the structure of the burnout syndrome, despite this, it is a personal deformation due to emotionally difficult and tense relationships in the «person-to-person» system.

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Gençay, Ertuğrul. "Examination of Self-Efficacy Levels of Physical Education Teachers and Trainer Candidates in Terms of Different Variables." Turkish Journal of Sport and Exercise 26, no. 2 (2024): 282–88. http://dx.doi.org/10.15314/tsed.1340892.

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Self-efficacy belief is the belief of individuals in performing a particular job by relying on the knowledge, experience and skills needed for the job. In this study, it was aimed to examine the general self-efficacy of physical education and sports teacher candidates and coach candidates in terms of different variables. The sample of the study consists of 245 teacher and coach candidates, 124 female and 121 male, with an average age of 21.87±2.36 years, studying at Kahramanmaras Sutcu Imam University Faculty of Sport Sciences in the 2022-2023 academic year. The general self-efficacy scale developed by Magaletta and Oliver (13) and validated in Turkish by Yıldırım and İlhan (24) was used as a data collection tool. Obtained data were analyzed with Independent sample-t test and One-way Anova test. In terms of gender, candidates do not differ in their self-efficacy (p&gt;0.05). It is understood that those who see their professional future as negative get a lower score than those who see their professional future as positive in the persistence-insistence sub-dimension, although their total self-efficacy and starting sub-dimension are higher (p&lt;0.05). It is observed that physical education teacher and coach candidates differ in the starting sub-dimension of the self-efficacy scale according to their past athletic status (p&lt;0.05). Accordingly, those who have 2 branches have higher scores in the starting dimension than those who have no branches. It was found that teacher and coach candidates differed in the sub-dimension of not giving up, trying to start and continuing-persistence of the self-efficacy scale in terms of departments (p&lt;0.05). However, it was not found to be significant in terms of their total self-efficacy (p&gt;0.05). As a result, it was found that the self-efficacy of physical education teacher and coach candidates did not differ in terms of gender. In terms of the departments studied, the self-efficacy scale of teacher and coach candidates; It was found that they differed in the sub-dimension of not giving up, starting and continuing effort. From this point of view, it can be said that having an athlete background in a certain sports branch at the stage of admission to the departments they study can contribute positively to their future professional life.

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Buly, Marsha Riddle, Tracy Coskie, LeAnne Robinson, and Kathy Egawa. "Literacy Coaching: Coming Out of the Corner." Voices from the Middle 13, no. 4 (2006): 24–28. http://dx.doi.org/10.58680/vm20065181.

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Being a literacy coach is demanding and can meet with resistance and challenge when a clear understanding of the job’s purpose, approach, and need for ongoing support are not clearly defined and understood by all parties. Ideally, a literacy coach listens and observes, then asks just the right questions to help a classroom teacher or inexperienced literacy coach reflect on the why of classroom practice and individualize instruction based on student needs. Resources, including Web resources, are suggested.

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Chavan, Prof. Anand B., and Shri. Vikrant S. Vibhute. "Construction of Test for Selection of P.A.H. P.A.H. Solapur University, Solapur Women Handball Players." International Journal of Advance and Applied Research 6, no. 26 (2025): 48–50. https://doi.org/10.5281/zenodo.15254475.

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<strong>Abstract:</strong> Through evaluation, a teacher/coach can know the extent to which learning has taken place. Hence, the teacher/coach must be aware of some evaluation techniques, which will enable him to measure the student’s/player’s performance level objectively and classify them initially as well as by measuring the progress made by them. Evaluation of Handball player can be a challenging process, particularly when the criteria used for evaluation are not based on the demands of the game. Handball is a very fluid game when it is performed well to play at speed, players must have skills, vision, tactical insight and motor fitness. The appropriate testing should be done by a coach or physical educators are specific and reliable enough to reflect the actual status of the Handball players.

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Dulibskyy, A., N. Kasich, and D. Binetskyi. "Competencies of a coach-teacher in the process of sports selection in football." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 9(140) (September 30, 2021): 49–53. http://dx.doi.org/10.31392/npu-nc.series15.2021.9(140).12.

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The article presents the basics of the competence approach to the professional activity of a football coach-teacher in a process of sports selection. To train and teach children, teenagers and young people to play football is a difficult, from many points of view, professional and pedagogical task. It is necessary, first of all, that the coach-teacher as a football specialist was able to combine the understanding of technical, technical-tactical, tactical-strategic, on the one hand, as well as educational, communicative and psycho-physiological qualities on the other. In this case, the trainer-teacher must always take into account the age characteristics of the development of their players. It is known that the early transition of young talented players to professional football teams has, in general, not entirely predictable consequences. At the same time, the objective reality is that it is impossible to predict the future professional level of young players. Therefore, an important professional competence of a coach-teacher is the ability to "hold" and then "push" your talented student in the transition from one level to another. The competence of a football coach should cover all areas of teaching the basics of physical education and sports at school age and provides in-depth knowledge in many areas to address issues related to the dynamics and specifics of learning to play football. Particular attention should be paid to the development of creative game thinking and the formation of coordination skills, which are the basis of movement techniques and game actions. For a coach of young football players, who is endowed with such characteristics, it is a determining factor in achieving results that bring professional satisfaction and creative success.

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Shanklin, Nancy. "New Puzzles, Next Moves: How Can You Gain the Most from Working with a Literacy Coach?" Voices from the Middle 14, no. 4 (2007): 44–47. http://dx.doi.org/10.58680/vm20076149.

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If student learning is to increase, coaching requires the development of a reciprocal relationship of trust between a teacher and a coach. To help relieve the potential for apprehension, Shanklin describes what happens in quality coaching sessions and specific steps teachers can take to work well with a literacy coach.

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Robinson, LeAnne, Kathy Egawa, Marsha Riddle Buly, and Tracy Coskie. "From The Coaches’ Corner: Sharing Literature, Sharing Lives." Voices from the Middle 13, no. 3 (2006): 42–43. http://dx.doi.org/10.58680/vm20065169.

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The role of community is vital in the professional lives of teachers and coaches. Here, Egawa collaborates with South Carolina middle level coach of coaches Janet Files to share how demonstrating living literacy influences coaches’ work with teacher study groups and their understanding of what it means to be a coach.

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Saclarides, Evthokia. "Supporting Teacher Learning During Modeled Mathematics Instruction." Journal of Mathematics Education at Teachers College 14, no. 1 (2023): 11–19. http://dx.doi.org/10.52214/jmetc.v14i1.8768.

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Although modeling instruction has been identified as a productive professional development activity that coaches can use with teachers in their classrooms, coaches are provided with little guidance regarding how to support teacher learning as they model mathematics instruction. While previous research points to the importance of providing teachers with examples of high-quality instruction through the coach’s model, teachers may need additional support as instruction unfolds to make sense of what they are observing. As part of the current study, I partnered with one mathematics coach and explored how she explicitly sought to augment teacher learning while modeling mathematics instruction. Findings indicate that the coach leveraged three approaches: engaging the teacher in verbal asides during modeled instruction, providing the teacher with written asides in the scripted lesson plan, and scaffolding the observing teacher’s responsibilities. Implications are provided for research and practice.

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Decker, June I. "Role Conflict of Teacher/Coaches in Small Colleges." Sociology of Sport Journal 3, no. 4 (1986): 356–65. http://dx.doi.org/10.1123/ssj.3.4.356.

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The purpose of this study was to determine the effects of selected variables upon role conflict as experienced by teacher/coaches in small colleges and universities. Three types of role conflict—intersender, intrasender, and person-role—were considered. The effects of the gender of the teacher/coach, number of teams coached, type of sport coached, type of classes taught, and role preferred by the teacher/coach were examined. Survey data were collected from 735 randomly selected teacher/coaches from small colleges. The Role Conflict Scale was used to determine the amount of role conflict experienced by the subjects. Analysis of variance (ANOVA) techniques were used to test the hypotheses. Results indicated that subjects who preferred the singular role of coaching experienced significantly more intersender and person-role conflict than those who preferred the dual role of teaching and coaching.

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Mellor, Christopher, Karen Lux Gaudreault,, and Jayne Jenkins. "Preparing Physical Educators to Manage Teacher/Coach Role Conflict." Journal of Physical Education, Recreation & Dance 92, no. 7 (2021): 39–43. http://dx.doi.org/10.1080/07303084.2021.1948462.

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Power, Alison, and Alice Wilson. "Mentor, coach, teacher, role model: what's in a name?" British Journal of Midwifery 27, no. 3 (2019): 184–87. http://dx.doi.org/10.12968/bjom.2019.27.3.184.

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Richards, K. Andrew R., and Thomas J. Templin. "Toward a Multidimensional Perspective on Teacher-Coach Role Conflict." Quest 64, no. 3 (2012): 164–76. http://dx.doi.org/10.1080/00336297.2012.693751.

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Ebel, Carolyn W. "The Teacher as a Coach in The ESL Classroom." NASSP Bulletin 69, no. 479 (1985): 77–81. http://dx.doi.org/10.1177/019263658506947913.

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Richards, K. Andrew R., Chantal Levesque-Bristol, and Thomas J. Templin. "Initial Validation of the Teacher/Coach Role Conflict Scale." Measurement in Physical Education and Exercise Science 18, no. 4 (2014): 259–72. http://dx.doi.org/10.1080/1091367x.2014.932283.

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Bland, Carole J., and David M. Irby. "Frank T. Stritter, Ph.D. Educationist: Teacher, Coach and Researcher." Advances in Health Sciences Education 10, no. 2 (2005): 157–67. http://dx.doi.org/10.1007/s10459-005-3071-0.

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Dorsel, Thomas N. "The teacher as “coach”: A whole new ball game." Psychology in the Schools 26, no. 2 (1989): 209–12. http://dx.doi.org/10.1002/1520-6807(198904)26:2<209::aid-pits2310260213>3.0.co;2-j.

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Richards, K. Andrew R., Thomas J. Templin, Chantal Levesque-Bristol, and Bonnie Tjeerdsma Blankenship. "Understanding Differences in Role Stressors, Resilience, and Burnout in Teacher/Coaches and Non-Coaching Teachers." Journal of Teaching in Physical Education 33, no. 3 (2014): 383–402. http://dx.doi.org/10.1123/jtpe.2013-0159.

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The constructs of role stressors, burnout, and resilience have been the topic of numerous research studies in physical education and education more generally. Specific to physical education, much effort has been devoted to the study of teacher/coach role conflict. However, no prior studies have examined how role stressors, burnout, and resilience experienced by teacher/coaches differ from what is experienced by noncoaching teachers. Using role theory as a guiding framework, this study sought to examine differences in role stressors, burnout, and resilience among teacher/coaches and noncoaching teachers from core (e.g., mathematics, language arts) and noncore (e.g., physical education, music) subjects. Analyses were conducted using 2 × 2 (coaching status × subject affiliation) Factorial ANOVAs. While some group differences are highlighted, overall the results suggest that there are more similarities than differences among teacher/coaches and noncoaching teachers. These findings suggest that it is not safe to assume that dual role teacher/coaches will always experience more role stress and burnout than noncoaching teachers. Additional research is needed to more fully understand the implications of being a dual role teacher/coach.

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Tate, Holly, and Anna Markel. "Building Mathematical Foundations Through Counting Collections." Mathematics Teacher: Learning and Teaching PK-12 118, no. 2 (2025): 108–17. https://doi.org/10.5951/mtlt.2024.0043.

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Sulistiyo, Urip, Muhammad Rusdi, Jennifer Clifton, Heather Fehring, and Kathy Jordan. "The Implementation of the Coaching Approach to Professional The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’ Perspectives The Participants’ Perspectives." Australian Journal of Teacher Education 46, no. 3 (2021): 20–35. http://dx.doi.org/10.14221/ajte.2021v46n3.2.

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Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) programto school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) modelin an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators(lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University’s context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond.

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Compen, Boukje, and Wouter Schelfhout. "The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study." Education Sciences 10, no. 10 (2020): 263. http://dx.doi.org/10.3390/educsci10100263.

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Teacher design teams (TDTs) are increasingly used as a means for teacher professional development. It has been posited that for teacher learning to occur, TDTs need support from team coaches. These coaches are either external experts or peer teachers that guide the team from within. The current literature is in debate on whether external or internal coaches are most effective in supporting TDTs. In this study, we, therefore, examine whether these coach types differ in how they fulfil their role. We additionally evaluate how coaching interacts with the team learning process and the TDT trajectory’s outcomes. We used a mixed methods design in the context of a large-scale TDT trajectory in Flanders (Belgium). We administered questionnaires among 63 teachers of 18 TDTs, and conducted interviews with the coaches of 14 TDTs. Our results indicate that coaching activities correlate with the majority of team learning beliefs and behaviours (TLBB) examined, as well as with perceived team effectiveness and the quality of material developed. Whereas teachers in TDTs with an internal coach seem to evaluate the coaching activities and the TLBB more positively than teachers in TDTs with an external coach, the opposite holds for perceptions of the trajectory’s outcomes.

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Ghayebzadeh, Shahrouz, Ferman Konukman, Janez Vodičar, et al. "The relationship between sports teacher – coach role conflict and self-efficacy with the mediating role of sports goal orientation." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 6, no. 1 (2023): 49–65. http://dx.doi.org/10.16926/sit.2023.01.03.

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Teaching and coaching are two different occupational roles and the responsibilities of teachers and sports coaches can be distinguished from each other. The aim of this study was to investigate the relationship between the role of teacher-coach in sports and self-efficacy with the mediating role of sports goal orientation. This study used descriptive-correlational research. The appropriateness of the measurement model was tested by confirmatory factor analysis. Research datawere obtained from 36 physical education teachers through a questionnaire. For data analysis, statistical methods of correlation test and bivariate regression using SPSS-22 and AMOS software were used. The conflict between the roles of sports teacher-coach with the presence of the mediating variable of sports goal orientation indicated a positive and significant effect on self-efficacy. Sports goal orientation also had a positive and direct effect on self-efficacy. The results of the present study displayed a comprehensive view. Accordingly, physical education teachers who have an intermediate role (teacher-centered and coach-centered) showed high self-efficacy and sports goal-orientation. The findings of this study offered valuable information to improve the quality of learning and teaching for sport coaches and physical education teachers.

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Fagell, Phyllis L. "Career Confidential: Teacher feels micromanaged." Phi Delta Kappan 101, no. 2 (2019): 68–70. http://dx.doi.org/10.1177/0031721719879162.

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A teacher feels that the principal is micromanaging, without any clear reason why. An instructional coach believes that teachers resent being assigned to receive coaching. A principal struggles to give teachers honest feedback about how they can improve.

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Bandeira, Charles da Costa, and Arisson Vinícius Landgraf Gonçalves. "Educação Física e Cinema: problematizando a figura do coach-teacher entre professores e professoras da rede pública da cidade do Rio Grande – RS." Motrivivência 33, no. 64 (2021): 1–20. http://dx.doi.org/10.5007/2175-8042.2021e.82681.

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O presente artigo objetiva descrever como algumas produções cinematográficas norte-americanas são problematizadas por professores e professoras de Educação Física atuantes na rede pública do município de Rio Grande - RS. Para isso, lançamos mão do método do grupo focal, composto por docentes atuantes nos anos finais do ensino fundamental. Como disparador da discussão temática, foi utilizado material audiovisual produzido com fragmentos de obras cinematográficas Coach Carter e Remember The Titans, exibido para os participantes da pesquisa. A análise dos dados se deu através da ferramenta metodológica da Análise Textual Discursiva. Os dados produzidos possibilitaram a criação de quatro categorias: 1) o professor de Educação Física brasileiro e a figura do coach-teacher; 2) esporte na escola; 3) potencialidade do cinema na Educação Física escolar; 4) o professor de Educação Física e seu papel social. Como resultado, observou-se a consolidação da compreensão do coach-teacher enquanto um agregado de características e atitudes pedagógicas e sociais exercidas no cotidiano dos participantes da pesquisa em sua atuação docente.

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Templin, Thomas J., Bevan Grant, Andrew Sparkes, and Paul Schempp. "Matching the Self: The Paradoxical Case and Life History of a Late Career Teacher/Coach." Journal of Teaching in Physical Education 13, no. 3 (1994): 274–94. http://dx.doi.org/10.1123/jtpe.13.3.274.

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This case study focuses on a late career, male teacher/coach and reveals the multidimensionality of his life and career. It demonstrates the influence of significant career and life events, as well as the social context in which the teacher/coach works. Overall, a life history approach describes the paradox of the employment/accommodation of a veteran elementary teacher as a physical educator at the secondary school in which he coaches. This study reveals the marginality of physical education and its teachers at the secondary school level in contrast to the importance of interscholastic athletics and those who serve in varsity coaching roles. The study shows how the teacher studied is both a good-fit and a weak-fit stayer (Yee, 1990). Equally, it demonstrates how one’s conception of self (Nias, 1985) relates to professional and personal circumstance. Finally, the research demonstrates the value of and need for biographical research in sport pedagogy.

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Jenkins, Jayne M., and Mary Lou Veal. "Preservice Teachers’ PCK Development during Peer Coaching." Journal of Teaching in Physical Education 22, no. 1 (2002): 49–68. http://dx.doi.org/10.1123/jtpe.22.1.49.

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Peer coaching has recently been incorporated into teacher training programs in order to help novice teachers learn theory and incorporate teaching skills, models, and methods into the classroom. Although recent research on peer coaching has identified an increase in the reflective practice of preservice teachers (PTs), few researchers have examined how teacher knowledge develops in the coaching experience. The purpose of this study was to describe the kinds of knowledge exhibited by 8 PTs during coaching activities, and how the roles of teacher and coach contributed to knowledge development during an elementary physical education field-based methods course. Data collection included observations, postlesson conferences, and daily written reports. Results revealed that pedagogical content knowing (PCKg) developed differently in the roles of teacher and coach. Growth in the teaching role resulted initially from interaction of two knowledge components (i.e., students and pedagogy), and later from interaction of three or more components (subject matter, environmental context, and general pedagogical knowledge).

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Emert, Toby. "Pairing Poetry and Technology: Teaching from the “Outside Inward”." English Journal 104, no. 4 (2015): 59–64. http://dx.doi.org/10.58680/ej201527043.

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Camiré, Martin. "Examining High School Teacher-Coaches’ Perspective on Relationship Building With Student-Athletes." International Sport Coaching Journal 2, no. 2 (2015): 125–36. http://dx.doi.org/10.1123/iscj.2014-0098.

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Adult leaders in sport can exert considerable influence on young athletes’ development but this influence is mediated by the quality of the relationship that is formed between both parties. The purpose of the current study was to examine high school teacher-coaches’ perspective on relationship building with student-athletes. Teacher-coaches (20 men, 5 women, Mage = 37.0 years, age range: 25–56 years) from Canada took part in semistructured interviews. Results indicated how the participants believed being both a teacher and a coach was advantageous because it allowed them to interact regularly with student-athletes. The teacher-coaches devised a number of strategies (e.g., early-season tournaments, regular team meetings) to nurture relationships and believed their recurrent interactions allowed them to exert a more positive influence on student-athletes than adult leaders in a single role. In terms of outcomes, the teacher-coaches believed their dual role helped increase their job satisfaction, positively influenced their identity, and allowed them to help student-athletes through critical family (e.g., alcoholism, divorce) and personal issues (e.g., suicide). The current study suggests that the dual role of teacher-coach is beneficial to both teacher-coaches and student-athletes. However, future work is needed, paying attention to how teacher-coaches can further nurture quality relationships with student-athletes.

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Fadil, Khaidir, Budiyanto, and Syarifah Gustiawati. "THE ROLE OF TPA DAARUL IQRO TEACHERS IN FOSTERING CHILDREN'S MORALS IN BABAKAN LEBAK BOGOR CITY." Al-Mubin; Islamic Scientific Journal 6, no. 2 (2023): 38–45. http://dx.doi.org/10.51192/almubin.v6i2.682.

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Research at TPA Daarul Iqro is a highlight that makes how the morals of the children at TPA Daarul Iqro are considered. The purpose of this study was to determine the role of the Daarul Iqro Al-Qur'an Education Park (TPA) Teacher in fostering children's morals. To find out the influencing factors in fostering children's morals at TPA Daarul Iqro. This research uses qualitative methods with a field study approach. Techniques in data collection used in this study are; observation, interviews and documentation. The type of interview used is an unstructured interview. The results of this study found that the role of the TPA teacher is not only teaching but also being a mentor, moral coach, as a guide / role model, TPA teachers must also be able to act as facilitators and motivators. supporting factors for moral development are parents, motivation and the surrounding environment, as well as inhibiting factors Peer groups and mass media. So, it can be concluded that the role of the TPA teacher in fostering morals is that the teacher not only play a role as a teacher, but also the teacher must be able to be a mentor, moral coach and facilitator

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Kim, Jung Hwa, and Jong Soon Won. "A case study on developing leadership coaching skills in Christian parents: using the Carol Leader Teacher programme." Korea Parents Education Association 21, no. 1 (2024): 49–76. http://dx.doi.org/10.61400/jpe.2024.21.1.49.

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The purpose of this study was to develop the leadership coaching competence of Christian parents and analyse the effectiveness of the <Carol Leader Teacher> programme developed for Christian teachers based on CAROL (2009), a Christian leadership model, and GOD 4N (2019), a Christian leadership coaching model. To do this, 11 Christian parents (3 fathers and 8 mothers) were interviewed to see how the Caring Teacher programme was restructured and how the biblical texts used in the Caring Teacher programme were adapted to suit parents. For this purpose, we conducted a validation process with three people, including one master coach and two PhDs in the field of child welfare and a professional coach of the Korean Coach Association (KPC), and confirmed that a total of 52 messages on 'holiness' and 'education' could be composed. The research methodology included recording and transcribing everything that happened during the coaching process and analysing the data using the word cloud analysis method. In addition, to understand the pre- and post-study differences, the participants were asked to check their faith scores using the 153 Coaching Pepper and compare them with the results of the study. The results showed that the pre-test score was 150 out of 950, while the post-test score was 120 out of 150, showing a significant difference. This suggests that the 'Received Word Coaching' method of the Caring Teacher programme could be applied to all Christians, not just Christian parents, in the future.

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Gilbert, Wade, Ronald Gallimore, and Pierre Trudel. "A Learning Community Approach to Coach Development in Youth Sport." Journal of Coaching Education 2, no. 2 (2009): 3–23. http://dx.doi.org/10.1123/jce.2.2.3.

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Repeated calls have been made by prominent sport and education associations for the creation of ongoing professional development networks and learning communities for youth sport coaches. The purpose of this paper is to propose a learning community approach to coach development that complements large-scale coach education programs. This concept paper is organized into three sections followed by a brief summary. The three sections are: (a) overview of the effectiveness of community-based learning research on teacher development, (b) overview of how community-based learning literature has informed coach development initiatives, and (c) suggestions for how a learning community approach could be practically implemented in a typical youth sport setting.

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Novak, D., V. Petriç, and B. Antala. "Research on physical education teacher and coach education (2011–2012)." International Journal of Physical Education 50, no. 1 (2013): 12–17. http://dx.doi.org/10.5771/2747-6073-2013-1-12.

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Journal articles on the topic 'Teacher-coach'

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