A Study on Coaching to Develop School Principals’ Professional Competence as Reflective Practitioners

URI http://cur-ren.cjc.ac.jp/metadata/809
A Study on Coaching to Develop School Principals’ Professional Competence as Reflective Practitioners
著者 Sasaki Hironori

This paper examines whether coaching for principals could develop their professional competence as reflective practitioners. Educational support for teachers was set as a key feature of the principals' professional competence. When they faced problems during educational support, they tried to find a solution. At that time, coaching was introduced to assist them to resolve the problem through reflective thinking. This author coached three principals in five sessions during 2007 and 2008. According to the analysis of the reflections in the coaching sessions, all three principals reframed their educational support view through reflection-on-action , and had solved their problems by reflective thinking of reflection-in-action and deliberation. As a result, it seems that coaching these principals had developed their professional competence in terms of enhanced educational support.

370 Education
Reflective Practitioner
Principals Professional Competence
Educational Support

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