Coaching and education: background, trends and research proposal at University level.

Abstract

This article seeks to establish a brief balance regarding the coaching applied to the education field. It is based on a research made in the United States where an important activity of research has taken place, as well as, reflection and coaching balance related to the education. The issues addressed in this work are: 1-Research into the effect of the teacher in teaching ("teacher effect"), conducted by researchers Harold Wenglinsky (2000), William Sanders and June Rivers (1996), which provides that the teaching exercise increases the efficiency income levels of students. This research served as the basis for the first attempts to apply the principles of coaching in the area of education. 2-Statement of common approaches applied to teaching coaching developed in the United States: Literacy coaching (Moran, 2007 & Toll, 2005), and cognitive coaching (Costa & Garmston, 2002). At this point are presented the tools developed for implementing literacy coaching: a-"Road planning a demonstration lesson" instrument proposed by Cathy Toll; b-"Lesson planning guide" developed by Judith White c-"Contact form teacher" by Kristin Rainville. Then, we illustrate the technique of "cognitive coaching" developed by Donna Diddly and the tools to apply pre and post-test. 3-Considerations on the various roles of the coach in the process of educational interaction, based on the proposals of the American researcher Jollen Killion, ending with the concepts of "culture of the school" (healthy culture and unhealthy culture), and the two models of coaching that can develop in the process of intervention: light and heavy coaching.