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Experiences of coaching in team learning

Lookup NU author(s): Dr Stefanie Reissner

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Abstract

Purpose: This paper provides empirical evidence of the supportive role of coaching in supporting team learning and professional development in conjunction with other factors including learning environment, content and methods. The context of this paper is a bespoke vocational university course for frontline family support workers. Design/methodology/approach: This paper is informed by a social constructionist view of coaching and adult learning. Data were collected through six qualitative in-depth interviews and one group interview with course participants and were interpreted using thematic analysis. Findings: Course participants identified the coaching element of the course, the learning environment, course content and varied teaching and learning methods as the main elements supporting their learning. The course has enabled them to develop on both personal and team level in their daily work and to achieve superior performance. Research implications: More research into the role of coaching to facilitate team learning of frontline employees from different organizational settings is required. Practical implications: Adult educators designing bespoke university courses need to consider the inclusion of coaching to enhance team learning and other opportunities for advanced personal and professional development. Originality/value: The research reported in the paper focuses on the role of coaching to enhance team learning in a multi-disciplinary team of family support workers.


Publication metadata

Author(s): Du Toit A, Reissner SC

Publication type: Article

Publication status: Published

Journal: International Journal of Mentoring and Coaching in Education

Year: 2012

Volume: 1

Issue: 3

Pages: 177-190

Date deposited: 24/10/2014

ISSN (print): 2046-6854

ISSN (electronic): 2046-6862

Publisher: Emerald Group Publishing Limited

URL: http://dx.doi.org/10.1108/20466851211279448

DOI: 10.1108/20466851211279448


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