Browse by author
Lookup NU author(s): Dr Rachel Lofthouse, Professor David Leat
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
Purpose - Coaching in educational settings is an alluring concept, as it carries associations with life coaching and well being, sports coaching and achievement and improving educational attainment. Although there are examples of successful deployment in schools there is also evidence that coaching often struggle to meet expectations. This article uses socio-cultural theory to explore why coaching does NOT transplant readily to schools, particularly in England, where the object of coaching activity may be in contradiction to the object of dominant activity in schools – meeting examination targets. Design/methodology/approach - The article is a conceptual exploration of exploring peer coaching through the lens of Cultural Historical Activity Theory, using an empirical base for exemplification. Findings - It is argued that the results agenda, or performativity culture in many schools is so strong that coaching is either introduced as part of the dominant discourse which meets resistance from staff, or where it develops in a more organic, ‘bottom up’ approach, it may well clash with managerial cultures which demand accountability and surveillance, which does not sit well with trust based coaching partnerships. Research limitations/implications - The contradictions described in the article suggest that more research is needed to explore how skilled coaches manage some mediation between the meta-discourse of managerialism and the meso- and micro-discourses underpinning meaningful professional learning. Practical implications - The article provides encouragement for peer coaches who manage the boundary between trust based coaching and performativity agendas. Originality/value - The application of Cultural Historical Activity Theory offers a powerful analytical tool for understanding the interaction of peer coaching with organisational cultures particularly through their emphasis on different motives or objects for professional learning.
Author(s): Lofthouse R, Leat D
Publication type: Article
Publication status: Published
Journal: International Journal of Mentoring and Coaching in Education
Year: 2013
Volume: 2
Issue: 1
Pages: 8-20
ISSN (print): 2046-6854
ISSN (electronic): 1741-8305
Publisher: Emerald Group Publishing Ltd.
URL: http://dx.doi.org/10.1108/20466851311323050
DOI: 10.1108/20466851311323050
Altmetrics provided by Altmetric
