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Pedagogical Coaching. Miquel Àngel Alabart LAMAP Spain P.A.U. Education International School of Science Teaching. Sicily, July 2005 Workshop on Pedagogical Coaching. P.A.U. Education. P.A.U. Education is a private company dedicated to participative educational projects. - PowerPoint PPT Presentation

Text of Pedagogical Coaching

  • Pedagogical Coaching Miquel ngel AlabartLAMAP SpainP.A.U. Education

    International School of Science Teaching. Sicily, July 2005Workshop on Pedagogical Coaching*

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    P.A.U. EducationP.A.U. Education is a private company dedicated to participative educational projects.We work for both private and public organizations in several social and school topics (i.e. road safety, health education, adolescence, e-learning, etc.).Science teaching is becoming one of our main interests, developed through projects Pollen (a community based project submitted to EC) and LAMAP.

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    Why pedagogical coaching?Any new thing that comes from outside the school needs to be accompanied.Many of our projects are short-term ones so teachers havent got the time to get used to them.Others (like LAMAP) imply complex changes that need a close follow-up.Coaching is coherent with our participative approach.

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    In-service training approachesFrom Baumgartner, P. (2004). The Zen Art of Teaching

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    Contents of pedagogical coaching Emotional support as main objective: satisfying needs

    First one and more important: to feel listenedTo feel confident (by having contents and technique knowledge but also by having experienced success).To get a positive childrens answer.To have own work recognized.

    Active revision of practice: self-inquiry approach

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    Our projects usual tools for teachers coaching:Big scale projects (on road safety, democracy).PhoneE-mailSmall scale projects (environment awareness, LAMAP).PersonalE-mail

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    Context conditionsSpanish educational system is descentralized. LAMAP has been experimented in Catalonia and, in less grade, in Extremadura.Catalonia schools had an important advance about 25 years ago, coinciding with democracy and autonomy.

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    Science teaching in CataloniaDuring the last 15 years two complementary iniciatives with many aspects in common with LAMAP have been generalised in many schools (mostly public ones but not only):

    Cincia 3-6 and 6-12 (by Catalan Government) Projectes de treball (by universities and schools).

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    Charachteristics of both projectsCincia 3-6 and 6-12

    Importance of hands on activities but not always inquiry.Network of resources centers with material.Initial training with no follow-up.Funding stopped about last 90s.Now very voluntary.Projectes de treball

    Work supported by constructivist approach.Children choose the topic they want to learn.Investigation process similar to inquiry.In practice, more centered in information search than in real observations.

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    ConsequencesSome interest on science.Some inquiry experience.ButSome vices: Not always real connexion children inquiry activitiesDemonstrative experiments by teacher (with anecdotic participation of children that answer questions previous designed).Too centered in information search and in children wide range of interests (lots of questions that later they will try to answer by looking for in written documents and consulting experts).

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    In-service trainingThere are two kinds of in-service training:

    Courses (during the year or in summer schools).Assessorament a centres (advisor visits).

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    LAMAP - Spain in-service trainingWe combined both modalities: course and advisor visits.25 teachers participated in first training sessions.14 implemented some activities in 5 schools.12 received advisor visits as three coaching sessions (individual and small groups).

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    Means usedIndividual and small group meetings.Direct observations.Video recordings.Questionnaires.E-mail.

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    Grfico1

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    Teachers

    Teachers working with Lamap

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    1t TrainingImpelementationCoachingQuality implementation

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    41101st TrainingImplementedCoaching

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    61112 lacking belonged to same school than others

    7100

    8111Start Implementation

    9110

    10110Before coachingAfter starting coaching

    11000Teachers614

    12000Before coachingAfter starting coaching

    13000Schools15

    14000

    15110

    16111

    17111Quality implementationReceived coaching

    181106100%

    19000

    20000

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    14126

    Coaching enhances the implementation of project.

    Coaching is a necessary condition for quality of project.

    Coaching allows a qualitative process assessment.

    Hoja1

    Teachers

    Teachers working with Lamap

    Hoja2

    Schools

    Schools working with Lamap

    Hoja3

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    Grfico2

    1

    5

    Schools

    Schools working with Lamap

    Hoja1

    1t TrainingImpelementationCoachingQuality implementation

    1111

    2111

    3100

    41101st TrainingImplementedCoaching

    5110251412

    61112 lacking belonged to same school than others

    7100

    8111Start Implementation

    9110

    10110Before coachingAfter starting coaching

    11000Teachers614

    12000Before coachingAfter starting coaching

    13000Schools15

    14000

    15110

    16111

    17111Quality implementationReceived coaching

    181106100%

    19000

    20000

    21000

    22000

    23000

    24000

    25000

    14126

    Coaching enhances the implementation of project.

    Coaching is a necessary condition for quality of project.

    Coaching allows a qualitative process assessment.

    Hoja1

    Teachers

    Teachers working with Lamap

    Hoja2

    Schools

    Schools working with Lamap

    Hoja3

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    Some comments by teachers:I didnt know how to start. When you told me you would come to a class session, I decided just to start and see. NeusAfter a couple of sessions, I realized that hypothesis making was the main difference between LAMAP and other methodologies. FrancescWe need to share what we are doing, so that we could feel more secure. NeusSometimes I dont know weather Im doing well or not, and in these sessions I feel better . Nria

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    Some conclusionsCoaching enhances the implementation of the project.Coaching is a necessary condition for the quality of the project.Coaching allows a qualitative process assessment.

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    Short-term perspectives for LAMAP in SpainEnlarge the experimental phase to more schools throuhg a big scale invitation.Develop e-learning and by phone coaching tools for participant schools.Combine deep initial training courses with e-learning completation.Develop a resources metadata bank through ECs e-contents-plus funding.

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    Case 1A teacher is interested in inquiry activities, she has participated in some training sessions and has started to implement some activities in class, but she is a bit disappointed with her colleagues. They dont show any interest with her work and she is not sure of going on.

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    Case 2A teacher is very proud of his inquiry activities. She says shes been working about trees with 6-7 year olds. When he shows you her work, you see many of the activities are not-inquiry: a drawing of a tree in wich children must complete empty labels, questions about other drawings, only one real observation where questions are already made

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    Case 3You visit a rural class of 8 to 12 years old. They have worked well, making hypothesis and comproving them, but make some observations: the teacher tries to make the experiment is successful, even when other circumstances interfere; and in addiction, when taking out conclusions, this is not mentioned.

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