The Case Study of Applying Cognitive Coaching Approach on Elementary English Teachers as Teaching Mentor

• Main Authors: Chiu-Yin, Wang, 王秋瑩
• Other Authors: Chen-Sheng, Yang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/26018555960339403700

碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 102 === The purpose of this study was to explore the application of cognitive coaching approach on elementary English teachers as teaching mentor. On one hand, the researcher attempted to understand the difficulties experienced by participating English teacher. On the other hand, the researcher, as a cognitive coach, explored the application of cognitive coaching skills to assist the participating teacher to cope with the difficulties found on teaching site reflectively. This study utilized case study in quantative research method. Through the use of class observation and semi-constructed interview method, researchers conducted planning conference, class observation and reflective conference. The researcher found that there were three areas of difficulties participating teacher relating to teaching. Those three areas were curriculum planning, to carry out teaching activities and class management. And the findings are stated as follows: (1) The difficulties participating teacher experienced relating to curriculum planning were difficulties in setting clear and specific teaching objectives, difficulties in carrying out sufficient teaching assessments, school’s calendar’s setting led to the difficulties for participating teacher to plan teaching, insufficient context book contents impacted on participating teacher’s teaching planning, the infamiliarity of lesson plan’s format, and the infamiliarity of national teaching guideline’s competence indicators. (2) The difficulties participating teacher experienced relating to carrying out teaching activivies are students’ multi-level English ability in the same classroom, time managing abilities in teaching, and participating teacher’s small action zone while teaching. (3) The difficulties participating teacher experienced relating to class management are insufficient skills to discipline students, and overlook the importance of interacting with students. In applying cognitive coaching skills on participating teacher, the researcher, also serves as a cognitive coach, utilized reflective questions, and supplying resources when needed with non-judgemental attitude to encourage the participating teacher to undergo reflection on teaching. As a result, under the assistance and leading of the coach, as well as the researcher, the participating teacher came up with strategies to cope with the difficulties aforementioned. Lastly, according to the results of this research, the researcher made suggestions for the educational institutions of teachers, elementary schools, in-service teachers, and for future research.