Session Information
WERA SES 01 B, Feedback and Coaching to Promote the Professional Reflection and Learning of School Leaders
Symposium
Contribution
This paper examines the influence of educational and institutional contexts and methods of implementation on participants’ learning experience. A particular focus is directed towards the methods and strategies used by the different country partners to adapt and implement the inventory, the use of feedback, and coaching activities in existing CPD programmes. Moreover, the relationship between actions taken to contextualize new reflection and learning approaches and the participants’ learning experience is explored. The analysis draws on a didactic model illustrating interdependent relations between key features of implementing educational programmes (Bjørndal og Lieberg, 1978). The key features are factors related to the participants and the coaches, conditions related to the programme context, as well as institutional and educational contexts, objectives, contents, methods, processes, and evaluations. The methods include document analysis with a particular focus on content related to strategies of country adaptation and implementation as well as the reasoning and professional judgments supporting them. Two sets of country reports, which are built according to common frameworks were analysed. The first one was developed by each country partner at the start of the project and describes the current CPD-programs for school leaders, traditions, and recent changes, contents, and other didactical features including the institutional and educational context as well as possible challenges with regard to integrating and piloting the ICT-based inventory, feedback, and coaching activities. The second report includes implementation strategies. country adaptations as well as qualitative findings on participants' learning experience from the pilot phase based on data from interviews with participants and coaches and observation of the coaching sessions . The findings show that the implementation strategies aim to accommodate the needs of the participants as well as align new CPD approaches to institutional conditions and national education contexts. Several implemented features vary across countries, such as the model of group coaching (e.g. online coaching in Australia due to geographical distances), selection of coaches - and mandatory versus voluntary participation. The findings also show that the variation of implemented models is accompanied by pragmatic solutions and professional argumentation, and the variation in learning experience across countries is more related to the concrete processes in coaching settings and the participants’ own contributions in these processes. This paper directs a particular focus on handling challenges in comparative research and development work and the necessity of taking the various cultural contexts, institutional settings, education systems, roles, and work conditions of principals into account in implementation processes.
References
Fluckiger, B. et al. (2014). Australian Country Report on the Pilot of the PROFLEC Model. Huber, S.G. et al. (2014). Swiss Country Report on the Pilot of the PROFLEC Model. Lazarová, B. et al. 2014). Czech Country Report on the Pilot of the PROFLEC Model. López-Yáñez, J. et al. (2014). Spanish Country Report on the Pilot of the PROFLEC Model. Moos, L. (2014). Danish Country Report on the Pilot of the PROFLEC Model. Nicolaidou, M. et al. (2014). Cypriot Country Report on the Pilot of the PROFLEC Model. Skedsmo, G. et al. (2014). Norwegian Country Report on the Pilot of the PROFLEC Model. Törnsen, M. et al. (2014). Swedish Country Report on the Pilot of the PROFLEC Model. West, M. (2014). English Country Report on the Pilot of the PROFLEC Model.
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