The Impact of Cognitive Coaching on Teaching Reflection and Professional Development Attitude of Elementary and Secondary School Teachers: Taking the Mentor Teachers as an Example
The purposes of this study were to examine the impact of cognitive coaching on teaching reflection and professional development attitude of elementary and secondary school teachers. Quasi-experimental method was used in the study. A total of 82 mentor teachers participated in the research， with 41 in the experiment group and the other 41 in the comparison group. The treatment group participated in cognitive coaching program， and applied the coaching techniques in schools while the comparison group didn’t. Results were analyzed by using the statistics of one-way ANCOVA. In addition， a semi-structured interview was applied to collect the perception of the 12 mentor teachers in the treatment group about the process and influence of cognitive coaching on their teaching reflection and professional development attitude. The main findings of this study were as follows: (1)The mentor teachers’ teaching reflection and professional development attitude were moderately high. (2)Participating in cognitive coaching program could improve the mentor teachers’ reflective attitude， reflective content， reflective strategies， and overall reflection significantly. (3)Participating in cognitive coaching program could improve the mentor teachers’ role expectations and overall professional development attitude significantly. According to the findings of this study， several suggestions for practice and further study were proposed.
|關鍵詞||認知教練、教學省思、專業成長態度、教學輔導教師、cognitive coaching、teaching reflection、professional development attitude、mentor teacher|