Teacher Collaboration: The Need for Trust in the Classroom Context
Teacher coaching in schools takes various forms, but is commonly conceived as a means of providing personalised professional support to teachers through discussion about their practice (Lofthouse, Leat & Towler, 2010, p. 5). This paper fact resulted into a critical analysis of chapters two, four, and eight of the book "The Coaching Approach for Teaching and Learning" by Newell-McLymont (2015). For this reason, the paper reviewed Collaboration in the Classroom Context. Collaboration in the classroom context is a vital part of meeting the diverse needs of students in building an inclusive education system. Collaboration between teachers, parents, and specialists dealing with students with special needs in a context of school integration. Collaborative problem solving is a skill valued by the professional community, looking for people who can solve complex problems with their colleagues in the era of robotization of jobs. However, Collaboration remains a daunting challenge for students and professionals alike, where fairness, creativity, and people-to-people relationships can quickly become obstacles. Chapter four deals with the tools of cognitive coaching. These tools are the basis for the main ideas in this chapter. Some of these tools are "diagnostic" in nature Newell-McLymont (, 2015, p. 56-63). Finally, chapter eight of Newell-McLymont (2015) explores flexibility and the Nonjudgmental Nature of Cognitive Coaching. It has thus far been realized that the "cognitive coaching approach is a flexible approach for teaching and learning. It is "nonjudgmental" in nature. As a result, "trust can be established, and transformation can be experienced in the teaching and learning context" (p. 135). Where teacher-student relation is concerned, "whatever path a student may use to come up with a solution, the teacher can see it as valid or invalid and will be able to offer the necessary suggestions concerning its correctness" (p. 138). In the wake of the education reform, the school environment's renewal seems to be moving towards greater openness to working team consultation. Seen as a way to break isolation between teachers and other types of staff in complementary services, collaborative work can contribute to the overall development of students by ensuring better consistency in interventions.
Archon, M. (2008). Cognitive coaching - An effective communications tool for teacher. Available at: https://brainmass.com/psychology/cognitive-psychology-theories-and-theorists/cognitive-coaching-research-418538.
Bachkirova, T. (2009, Jan). Cognitive-developmental approach to coaching: an interview with Robert Kegan. Coaching: An International Journal of Theory, Research & Practice, 2(1), 10-22. DOI:10.1080/17521880802645951
Bair, M. A. (2017). Faculty development through cognitive coaching. Journal of Faculty Development, 31(3), 79-85.
Barner, R. & Higgins, J. (2007). Understanding implicit models that guide the coaching process. Journal of Management Development 26(2), 158.
Baysen, E. & Baysen, F. (2010). Prospective teachers’ wait-times. Procedia - Social and Behavioral Sciences, 2(2), 5172-5176. DOI:10.1016/j.sbspro.2010.03.841.
Cameron, M. (2007). Learning to teach: A literature review of induction theory and practice. Wellington: New Zealand Teachers Council.
Codd, J. (2005, May). Teachers as ‘managed professionals’ in the global education industry: the New Zealand experience. Educational Review, 57(2), 193-206. DOI: 10.1080/0013191042000308369
Fisler, J. L. & Firestone, W. A. (2006, June). Teacher learning in a school–university partnership: Exploring the role of social trust and teaching efficacy beliefs. Teachers College Record, 108(6), 1155–1185. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.555.9245&rep=rep1&type=pdf.
Gan, B., Menkhoff, T., & Smith, R. (2015, Oct). Enhancing students' learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behaviour, 51(Part B), 652-663. DOI: 10.1016/j.chb.2014.12.048.
Gyllensten, K., Palmer, S., Nilsson, E.-K., Regnér, A. M., & Frodi, A. (2010). Experiences of cognitive coaching: A qualitative study. International Coaching Psychology Review, 5(2), 98-108.
Hamilton-Jones, B. M. & Vail, C. O. (2014). Preparing special educators for collaboration in the classroom preservice teachers' beliefs and perspectives. International Journal of Special Education, 29(1), 76-86.
Henry Aiyana G. (May, 2012). Cognitive coaching: An examination of the reflective journaling of teacher candidates (Dissertation).
Hutchinson, T. L. & Goodin, H. J. (2012). Nursing student anxiety as a context for teaching/learning: American holistic nurses association. Journal of Holistic Nursing, XX(X), 1-6. DOI:10.1177/0898010112462067.
Johnson, D. W. & Johnson, R. T. (2017, July). The use of cooperative procedures in teacher education and professional development. Journal of Education for Teaching, 43(3), 284-295. DOI:10.1080/02607476.2017.1328023.
Kojima, H. (2012). Positive interdependence for teacher and learner autonomy: The case of the CARTA program. Realizing Autonomy, 167-181. DOI: 10.1057/9780230358485_12.
Lazar, A. M. (2019). Who is studying in groups or why? Faculty Teaching Excellence Program: Office of Academic Affairs, University of Colorado at Boulder, Number 47.
Lofthouse, R., Leat, D. & Towler, C. (2010). Coaching for teaching and learning: A practical guide for schools. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/327944/coaching-for-teaching-and-learning.pdf.
Lieberman, A. (1990). Schools as collaborative cultures: Creating the future now. 264. Available at: https://files.eric.ed.gov/fulltext/ED333064.pdf.
Mills, M., Riele, K. T., McGregor, G., & Baroutsis, A. (2017, Jan). Teaching in alternative and flexible education settings. Teacher Education, 8-11. DOI: 10.1080/10476210.2016.1263613
Mockler, N. (2005, Dec). Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-service Education, 1-9. DOI:10.1080/13674580500200380.
Newell-McLymont, E. F. (2015). A course outline. Available at: Northern Caribbean University EDCI570 Aeorion.
Napolitano, C. S. & Henderson, L. J. (2011). The leadership odyssey: A self-development guide to new skills for new times. San Francisco, CA: Jossey-Bass.
Showers, B. & Joyce, B. (1996). Educational leadership: Improving professional practice. Available at: http://www.ascd.org/publications/educational-leadership/mar96/vol53/num06/The-Evolution-of-Peer-Coaching.aspx.
Southeastern Louisiana University. (2019). Critical analysis. Available at: https://www2.southeastern.edu/Academics/Faculty/elejeune/critique.htm.
Tierney, R. D. (2006, Nov). Changing practices: Influences on classroom assessment. Assessment in Education, 13(3), 239–264. DOI: 10.1080/09695940601035387.
Viggiani, P. A. & Bailey, C. (2002, Sep). Social worker-teacher collaboration in the classroom: Help for elementary students at risk of failure. DOI: 10.1177/1049731502012005002.
Walsh, S. (2006). Talking the talk of the TESOL classroom. ELT Journal, 60(2), 133-141.
Copyright (c) 2021 International Journal of Engineering and Management Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.