The experiences of educational coaches prior to their first placement: An interpretative phenomenological analysis

Article


Tee, D., Barr, M. and Van Nieuwerburgh, C. 2019. The experiences of educational coaches prior to their first placement: An interpretative phenomenological analysis. International Journal of Evidence Based Coaching and Mentoring. 17 (2), pp. 52-63.
AuthorsTee, D., Barr, M. and Van Nieuwerburgh, C.
Abstract

Studies of student coaching have shown benefits to both students and coaches, yet little is known about the experiences of coaches as they prepare to coach. This study sought to explore the experiences of six undergraduate trained educational coaches from a UK university prior to their first placement coaching secondary school students. Interpretative Phenomenological Analysis (IPA) was used to collect data, undertake semi-structured interviews, and analyse the data.
Three overarching themes emerged from this study: Nervous energy; Sense of responsibility; and Sense of reciprocal benefit. These themes may be helpful in informing training and supporting educational coaches, and may provide insights to inform the development of new theories about the use of coaching with young people.

JournalInternational Journal of Evidence Based Coaching and Mentoring
Journal citation17 (2), pp. 52-63
ISSN1741-8305
Year2019
PublisherOxford Brookes University
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)doi:10.24384/ssyk-hx16
Web address (URL)https://doi.org/10.24384/ssyk-hx16
Publication dates
Online01 Aug 2019
Publication process dates
Accepted10 Jul 2019
Deposited06 Sep 2019
Copyright holder© 2019 The Authors.
Permalink -

https://repository.uel.ac.uk/item/86zzx

  • 4
    total views
  • 6
    total downloads
  • 2
    views this month
  • 3
    downloads this month

Related outputs

Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis
Van Nieuwerburgh, C. and Lech, Agnieszka 2015. Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis. International Journal of Wellbeing. 5 (3), pp. 72-84.
The development of peer coaching skills in primary school children in years 5 and 6
Briggs, Mary and Van Nieuwerburgh, C. 2010. The development of peer coaching skills in primary school children in years 5 and 6. Procedia - Social and Behavioral Sciences. 9, pp. 1415-1422.