FEEDBACK PRACTICES: HOW CAN COACHING ADDRESS THE NEED FOR DEEP COMMUNICATION TO SUPPORT STUDENT LEARNING AND WELL-BEING?
Norwegian University of Science and Tecgnology (NORWAY)
About this paper:
Conference name: 15th annual International Conference of Education, Research and Innovation
Dates: 7-9 November, 2022
Location: Seville, Spain
Abstract:In this article, I explore the long-term effect of the Erasmus+ KA2 project C.O.A.C.H – Coaching schOols to fAce Challenge aHead (2015-2017). The project’s overall goal was to train teachers in educational coaching to strengthen communication and well-being in schools.100 teachers and teacher trainers across Europe took a 130 hour-course in coaching led by professional coaches and educators. The training involved pedagogical theory and skills training and a final theoretical and practical exam. As one of the participants and in charge of the Norwegian partners in the project, I further explored the use of coaching in my own practice in teacher training and in school, and I experienced that the approach added value to my assessment practice and my professional conversational skills. I, therefore, argue that coaching, which is well recognised in sports and corporate business, is a valuable strategy in Education. To research my hypothesis, I have carried out a qualitative study in the Norwegian partner institutions that were involved in the Erasmus+ project. The overall goal is to explore the use of coaching in formative assessment/assessment for learning and feedback practices in education. Also, to see whether the Erasmus+ project results have led to change in the participants and sustainable outcomes in the organisations involved. The data collection took place in the spring of 2022, five years after the project ended and was limited to the 20 Norwegian participants in the project. The findings show that many informants use their coaching skills creatively in their daily work as teachers and that supportive leadership is a key factor to sustainable outcomes in the organisation. In contrast, some teachers seem to make little or no use of the training they underwent. A model for a more coherent approach to assessment for learning and coaching sums up the new knowledge that emerged from this study.
Keywords: Erasmus+, project results, project outcomes, feedback, assessment for learning.