LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Stodter, Anna; Cushion, Christopher J. (2016)
Publisher: Nova Science Publishers
Languages: English
Types: Part of book or chapter of book
Subjects:
Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).
  • No references.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article