Reflective Coaching Conversations: A Missing Piece

2009 ◽  
Vol 62 (6) ◽  
pp. 500-509 ◽  
Author(s):  
Debra S. Peterson ◽  
Barbara M. Taylor ◽  
Bobbie Burnham ◽  
Rynell Schock
Keyword(s):  
Reflective Coaching

scholarly journals CMALT 2011 and 2021: Personal narratives for professional recognition

2021 ◽  
Author(s):  
Elizabeth A. Beckmann ◽  
Lynn C. Gribble
Keyword(s):  
Professional Practice ◽  
Critical Reflection ◽  
Personal Narrative ◽  
Personal Narratives ◽  
Learning Technologies ◽  
Learning Technology ◽  
Professional Recognition ◽  
Reflection On Practice ◽  
Significant Opportunity ◽  
Reflective Coaching

Professional recognition through Certified Membership of the Association for Learning Technology (CMALT) provides a significant opportunity for all those who use learning technologies to be acknowledged for their experience, capabilities, and practice. The CMALT portfolio requires a personal narrative that presents description, critical reflection, and evidence of professional practice. Through an experiential lens, this paper considers three facets of the authors’ CMALT experiences a decade apart—how the portfolios as personal narratives encouraged reflection on practice; the commonalities in the technology themes presented in those portfolios; and how reflective coaching contributed to the benefits of applying for CMALT.

Problem-based learning: Reflective coaching for teacher educators

2003 ◽  
Vol 4 (3) ◽  
pp. 291-302 ◽  
Author(s):  
Carole Basile ◽  
Flo Olson ◽  
Sally Nathenson-MejL´a
Keyword(s):  
Teacher Educators ◽  
Problem Based Learning ◽  
Reflective Coaching

scholarly journals DAMPAK PEMBINAAN REFLEKTIF TERHADAP PENGEMBANGAN PROFESIONALISME DAN KETERAMPILAN MENGAJAR GURU

2020 ◽  
Vol 3 (1) ◽  
pp. 1-7
Author(s):  
Daman Rasman Syarif Hidayat
Keyword(s):  
Teacher Education ◽  
Qualitative Method ◽  
Experimental Approach ◽  
Teacher Education Program ◽  
Teaching Skills ◽  
First Semester ◽  
Female Teachers ◽  
Monitoring Model ◽  
Academic Year ◽  
Reflective Coaching

Reflective coaching as a formative model mainly aims to evaluate and help teachers develop teaching skills. To understand the context of reflective coaching, one needs to understand the meaning of reflection. The method used in this study is a qualitative method with a pre-experimental approach. This research was conducted during the first semester of the 2018-2019 Academic Year. 30 teachers from Al-Ihsan High School Jakarta were joined. It consists of 16 female teachers and 14 male teachers with ages ranging from 22 to 40 years. The study was conducted during the teacher education program training. From this research, it can be seen that reflective coaching, in this context, is considered to play an important role in creating efforts that prioritize collaboration. It is also a viable and potentially reusable monitoring model in both pre-service and in-service contexts.

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