Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis

Article


Barr, M. and Van Nieuwerburgh, C. 2015. Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis. International Coaching Psychology Review. 10 (2), p. 190–204.
AuthorsBarr, M. and Van Nieuwerburgh, C.
Abstract

Objectives: This study sought to explore teachers’ experiences of a coaching psychology intervention—an introductory coaching training workshop that included a positive psychology intervention and episodes of narrative-collaborative group coaching. Design: A qualitative design was applied to explore the participants’ experiences. Interpretative phenomenological analysis (IPA) was used to analyse the data. Method: The study took place in Scotland, where new professional update procedures require school leaders to use coaching skills. The participants were five teachers who had attended the workshop. Data collection was through semi-structured interviews. Remits: Two main themes emerged from the analysis. The first theme, ‘Learning with others - the value of collaboration’, had two sub-themes: ‘Working with a partner made it real’ and ‘Feeling part of the group’. The second theme, ‘Reflection—the value of time to think’ had three sub-themes: ‘Myself as coach and coachee’, ‘Coaching and other people’, and ‘Making plans to start coaching and sharing’. Conclusions: The participants reported that collaborating with others and having time for reflection enhanced their learning. The limitations of the study are discussed and areas for future research are proposed.

JournalInternational Coaching Psychology Review
Journal citation10 (2), p. 190–204
ISSN1750-2764
Year2015
PublisherBritish Psychological Society
Accepted author manuscript
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Anyone
Web address (URL)https://shop.bps.org.uk/international-coaching-psychology-review-vol-10-no-2-september-2015
Publication dates
PrintSep 2015
Publication process dates
Deposited22 Sep 2020
Copyright holder© The British Psychological Society 2015
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