Reflective Practice is perhaps a misleading title to a process by which educators review their current practice and seeks to improve it through research, discussion and personal observation. However, as Biggs (1999) 'a reflection in a mirror is an extract replica of what is in front of it. Reflection in professional practice, however, gives back not what it is but what might be, an improvement on the original'. Therfore, one must take this title and question whether it is apt for the development of teaching which it infers.
Educational Coaching does not have a universally accepted definition. Ellen Moir and Janet Gless of the University of Santa Cruz described three types of coaching apparent in the UK education system. They were Peer Coaching. Mentoring and Specialist Coaching. Peer coaching involves two professionals who share concerns and experiences in order to share and offer new skills or knowledge to develop their own practice. Mentoring is considered to be a more formal program which generally has an experienced teacher offering support and advice to more inexperienced teachers. Finally, specialist coaching is, as it says on the tin, concerned with the development of a specific educational or subject area. A further area was acknowledged, informal coaching which happens in conversation among colleagues on a daily.
Bibliography
John Biggs (1999) Teaching for Quality Learning at University, SRHE and Open University Press, Buckingham
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