01 SES 09 A, Supporting Teachers’ Continuous Professional Development: Challenges, opportunities and limits of the use of online tools
The phase of career entry is a particularly demanding time for teachers, during which they are challenged in their professional competences. Self-regulation is a core professional competence that has a positive impact on teachers’ work-related coping behaviour, professional commitment, job satisfaction and retention (Kunter et al., 2013). The ability to self-regulate refers to the use of one's own resources and the ability to control thoughts, feelings and actions in a targeted manner. Self-regulation can be trained during teacher education and in continuing education (Schaarschmidt & Kieschke, 2007). There is evidence for a positive effect of training programs on self-regulation skills and strain (e.g. Mattern, 2012). However, for a sustainable effect transfer into teachers’ practice is crucial. Research suggests that coaching can support transfer and enhance self-regulation (Jones et al., 2016). Coaching is also particularly suited to deal with individual problems (Abujatum et al., 2007). To provide individualized transfer support in a flexible and resource-conserving way, a location-independent online-coaching is ideal. The aim of our study is to analyse the effects of a self-management training combined with coaching on teachers’ self-regulation, self-efficacy, strain and emotional exhaustion. We conducted an experimental field study (control group design) with N = 270 teachers in the first years after graduation. A face-to-face coaching (F2F) took place during the training phase. An online-coaching (OC) supported the training transfer, focusing on action goals set during the training. In this contribution we examine conditions under which OC is suitable to support teachers in pursuing self-set goals and implementing self-management skills in professional challenges. We analyse data from group interviews with coaches using qualitative content analysis. Preliminary analyses suggest that OC can be helpful to ensure actions in the volitional phase and to prevent the neglect of the goal implementation. Teachers’ professional commitment can be maintained by OC or self-commitment towards goals can be achieved in a first step. Successful transfer is easier if participation is voluntary and there is a clear goal-obligation. It is favourable for the coaching process if the coaches already knew their coachees from F2F. However, in OC trust can also be established without prior contact. One advantage of OC is that distance leads to a disinhibiting effect, i.e. coachees are more open to address topics they found too intimate to talk about in F2F. The log function provides transparency over the coaching process and makes it easier to link up directly in later sessions.
Abujatum, M., Arold, H., Knispel, K., Rudolf, S., Schaarschmidt, U. (2007). Intervention durch Training und Beratung. In: Schaarschmidt, U. & Kieschke, U. (Hrsg.), Gerüstet für den Schulalltag, (S. 117-156). Weinheim: Beltz. Jones, R. J., Woods, S. A. & Guillaume, Y. R. F. (2016). The effectiveness of workplace coaching: A metaanalysis of learning and performance outcomes from coaching. Journal of Occupational and Organizational Psychology, 89(2), 249-277. Kunter M., Kleickmann T., Klusmann U., Richter D. (2013) The Development of Teachers’ Professional Competence. In: Kunter M., Baumert J., Blum W., Klusmann U., Krauss S., Neubrand M. (eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Springer: Boston. Mattern, J. (2012). Selbstregulation im Lehrerberuf: Entwicklung eines Trainings für angehende Lehrkräfte. Unterrichtswissenschaft, 40(2), 156-173. Schaarschmidt, U., & Kieschke, U. (2007). Beanspruchungsmuster im Lehrerberuf. In M. Rothland (Hrsg.), Belastung und Beanspruchung im Lehrerberuf: Modelle, Befunde, Interventionen (S. 81-98). Wiesbaden: VS Verlag.
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