The teacher as coach. The effect of implementing coaching tools among educational staff on middle-school students’ metacognitive awareness, elfmanagement and self-regulation skills

Este estudio tiene como objetivo examinar el efecto de un programa de coaching en docentes árabes palestinos y su aplicación en el aula, en relación a la conciencia metacognitiva y habilidades de autogestión y autorregulación (emocional, conductual y cognitiva) de estudiantes de secundaria árabes palestinos en Israel. Aunque los investigadores han estado explorando cada vez más la relación entre la enseñanza basada en el coaching y la conciencia metacognitiva de los estudiantes la autogestión y la autorregulación, se ha prestado poca atención a esta relación entre los estudiantes de secundaria, y mucho menos entre los estudiantes segregados y desfavorecidos en comunidades determinadas. Se diseñó un estudio cuasi-experimental para probar la hipótesis de que existían diferencias en la conciencia de la metacognición, la autogestión y la autorregulación entre los estudiantes que participaron en una enseñanza basada en coaching docente y los que no. Seiscientos estudiantes árabes palestinos de secundaria que no habían participado previamente en entrenamiento educativo fueron invitados a participar en este estudio y fueron asignados aleatoriamente a dos grupos: un grupo experimental (n=300) y un grupo de control (n=300). Todos los participantes completaron un instrumento de prueba previa y posterior que incluía el Inventario de Conciencia Metacognitiva (MAI), el Modelo de Intervención Dual de Autocontrol/Manejo y el Inventario de Autorregulación Adolescente (ASRI). Se utilizaron ANOVA de medidas repetidas para analizar los datos. Los resultados revelaron una correlación estadísticamente significativa entre la educación basada en el coaching y la capacidad de los estudiantes para asumir la responsabilidad en su propio aprendizaje. Los resultados de este estudio indicaron que el programa aumentó el uso de habilidades metacognitivas por parte de los estudiantes durante el transcurso de la intervención, que es un componente clave para participar y facilitar los procesos de autorregulación y autogestión. Los resultados del estudio mostraron también que el coaching educativo puede tener un impacto directo y positivo en el uso de estrategias metacognitivas por parte de los estudiantes para aumentar la participación en varios dominios que, a menudo, están destinados a mejorar el rendimiento académico, como las habilidades de estudio y la gestión del tiempo. Este resultado refleja la relación entre la metacognición y los aspectos cognitivos de la autorregulación, es decir, que la metacognición permite a los estudiantes elegir, emplear y monitorear estrategias cognitivas en contextos de aprendizaje. Usando un enfoque colaborativo que respeta a los estudiantes como expertos en sus propias vidas, el coaching educativo se alinea con la autorregulación al ayudar a los estudiantes a establecer metas, desarrollar un plan de acción para alcanzar las metas y monitorear el progreso a través de la autorreflexión y la evaluación. Este enfoque puede facilitar los procesos cognitivos y metacognitivos necesarios para generar circuitos de retroalimentación entre los estudiantes, su comportamiento y su entorno. Aunque existen intervenciones de autorregulación basadas en evidencia, estas intervenciones tienden a dirigirse a niños más pequeños o, a menudo, son prácticas basadas en el aula. Si bien se necesita investigación empírica adicional, el coaching educativo ofrece potencialmente una nueva vía para apoyar el desarrollo de habilidades de autorregulación cognitivas, metacognitivas y motivacionales en entornos escolares, lo que puede conducir a un mayor rendimiento académico y una mayor confianza en sí mismo, retención y éxito del alumnado. Los resultados de este estudio no sólo sugieren que las herramientas de entrenamiento pueden alinearse bien con las teorías de autorregulación y autogestión, sino que también respaldan la literatura que sugiere que el uso de herramientas de entrenamiento durante las interacciones con el alumnado tiene implicaciones positivas para el desarrollo metacognitivo dentro y fuera del aula. Las futuras investigaciones han de continuar examinando las prácticas de entrenamiento educativo a medida que ganan importancia en los entornos escolares. Debido a los resultados prometedores respecto a la conciencia metacognitiva, las habilidades de autogestión y las habilidades de autorregulación de los estudiantes, se podría examinar en un futuro el vínculo que se pudiera producir entre el entrenamiento educativo y el rendimiento académico, así como también las prácticas de entrenamiento educativo y otros componentes de la conciencia metacognitiva, las habilidades de autogestión y las habilidades de autorregulación como la flexibilidad de la metacognición, la autoeficacia y la motivación. Otras propuestas de investigación deberían considerar la recopilación de datos longitudinales sobre las habilidades de metacognición, autogestión y autorregulación de los estudiantes. La investigación sobre el coaching educativo se vería reforzada mediante la incorporación de otras metodologías de recopilación de datos además de las medidas de autoinforme, como la observación y los protocolos de pensamiento en voz alta. Estos métodos de investigación podrían proporcionar información valiosa sobre cómo mejorar las habilidades metacognitivas, de autogestión y autorregulación en los sistemas educativos, y qué disposiciones pueden ser necesarias para mantener el cambio a lo largo del tiempo. Además, los investigadores deberían considerar la recopilación de datos sobre varios resultados de los estudiantes, como el rendimiento académico y la retención, para comprender cómo los incrementos en la conciencia metacognitiva, la autogestión y la autorregulación a través del entrenamiento académico afectan la capacidad de los estudiantes para aprender, desarrollar y utilizar sus habilidades recién adquiridas. El estudio recomienda que la pedagogía basada en el coaching se incorpore en el sistema educativo, en general, y en el sistema educativo que atiende las necesidades de las comunidades marginadas y desfavorecidas de Israel, en particular.This study aims to examine the effect of assimilating coaching tools among educational staff on the cultivation of meta-cognitive awareness, and self-management and self-regulation skills (emotional, behavioral, and cognitive) among Palestinian- Arab middle-school students in Israel. Although researchers have increasingly been exploring the relationship between coaching-based teaching and students’ meta-cognitive awareness, and selfmanagement and self-regulation, little attention has been paid to this relationship among middle school students, let alone students from segregated and disadvantaged communities around the world. A quasi-experimental study was designed to test the hypothesis that there were differences in metacognition awareness, self-management and self-regulation between students who participated in coaching-based teaching and those who did not. Six hundred Palestinian-Arab middle-school students who had not previously participated in educational coaching were recruited to participate in this study and were randomly assigned to two groups: an experimental group (n=300) and a control group (n=300). All participants completed a pre- and post-test instrument that included the Metacognitive Awareness Inventory (MAI), the Self-Control/Management Dual Intervention Model, and the Adolescent Self-Regulatory Inventory (ASRI) and repeated measure ANOVAs were used to analyse the data. Results revealed a statistically significant correlation between coaching-based education and students’ ability to take responsibility and ownership for their own learning. Findings also demonstrated coaching-based teaching reduced discipline and behavioral problems. The study recommends that coaching-based pedagogy should be incorporated in the education system, in general, and in the education system that serves the needs of marginalized and disadvantaged communities, in particular. Results showed that students who had received educational coaching had increased their metacognition awareness, self-management skills and self-regulating skills. Overall, preliminary results suggest that educational coaching may be a promising student support intervention to help develop students’ metacognitive awareness, self-management skills and self-regulating skills outside of the classroom environment. As mentioned, this study aimed to situate an educational coaching model based on the use of coaching tools among the educational staff, when these tools are based on the principles of educational theories of humanistic psychology and the various schools of cognitive psychology, as well as behaviorist, Adlerian, existentialist and constructivist theories, and to examine educational coaching's effects on pupils' metacognitive awareness. Results from this study indicated that educational coaching increased students’ use of metacognitive skills over the course of the intervention, which is a key component to engaging in and facilitating self-regulation and selfmanagement processes. Students in the experimental group reported that they perceived the intervention to be helpful. The results of this study not only suggest that coaching tools may align well with theories of self-regulation and self-management, but they also support literature suggesting that employing coaching tools during interactions with pupils has positive implications for metacognitive development inside and outside the classroom environment. Study results indicate that educational coaching may directly and positively impact students’ use of metacognitive strategies to increase engagement in various domains that are often targeted for improving academic performance, such as study skills and time management. This outcome reflects the relationship between metacognition and cognitive aspects of self-regulation, namely that metacognition enables students to choose, employ, and monitor cognitive strategies across learning contexts. Using a collaborative approach that respects students as the experts on their own lives, educational coaching aligns with self-regulation by supporting students with setting goals, developing an action plan to attain goals, and monitoring progress through self-reflection and evaluation. This approach may facilitate cognitive and metacognitive processes necessary for generating feedback loops between the students, their behavior, and their environment. Although evidence-based self-regulation interventions exist, these interventions tend to target younger children or are often classroom-based practices. While additional empirical research is needed, educational coaching potentially offers a new avenue for supporting the development of cognitive, metacognitive, and motivational self-regulation skills in school settings, which can lead to greater academic achievement and increased student self-confidence, retention, and success. Moreover, it may provide school settings with the ability to effectively supplement classroom-based self-regulation practices by offering students more extensive access to individualized academic support services in other learning contexts. Future research should continue to examine educational coaching practices as they gain importance in school settings. Due to the promising results with regard to students’ metacognitive awareness, self-management skills and self-regulation skills, future research should more directly examine the link between educational coaching and academic achievement, as well as how educational coaching practices may relate to other components of metacognitive awareness, self-management skills and selfregulation skills such as metacognition flexibility, self-efficacy and motivation. Future research should also consider collecting longitudinal data on students’ metacognition, self-management and self-regulation skills. Educational coaching research would be bolstered by incorporating other data collection methodologies in addition to self-report measures, such as observation and think-aloud protocols. These research methods could provide valuable information on how to enhance metacognitive, self-management and self-regulation skills in education systems, and what provisions may be needed to maintain change over time. Further, researchers should consider collecting data on various student outcomes such as academic achievement and retention to understand how increases in metacognitive awareness, self-management and self-regulation through academic coaching impacts students’ ability to learn, develop, and use their newly acquired skills to actively improve their situation. Researchers could also examine how educational coaching may be used in combination with other targeted interventions both internal and external to the classroom environment

Coaching-based pedagogy and its impact on students’ self-regulation among marginalized and segregated communities: Palestinian Arab middle school students as a case study

Background: This study aimed to examine the effect of assimilating coaching tools among educational staff on the cultivation of (emotional, behavioral, and cognitive) self-regulation skills among Palestinian Arab middle school students in Israel. Little attention has been paid to the relationship between coaching-based teaching and students’ self-regulation among middle school students, let alone students from segregated and disadvantaged communities worldwide. (2) Methods: A quasi-experimental study was designed to test the hypothesis that there are differences in self-regulation between students who participate in coaching-based teaching and those who do not. Six hundred Palestinian Arab middle school students participated in this study and were randomly assigned to two groups: an experimental group (n = 300) and a control group (n = 300). All participants completed a pre- and post-test instrument that included the Adolescent Self-Regulatory Inventory (ASRI), and repeated-measures ANOVAs were used to analyze the data. Repeated-measures analysis of variance was employed to examine the effect of coaching on the students’ level of self-regulation. To examine the sources of the differences, Tukey’s post hoc tests were used. (3) Results: A statistically significant correlation between coaching-based education and students’ ability to take responsibility and ownership for their own learning was revealed. The results showed that the mean of the self-regulation variable before the intervention in the experimental group was significantly lower than that after the intervention (t = −13.70, p 0.05). These results demonstrate that coaching had a positive effect on the participants’ level of self-regulation. Recommendations: We recommend that coaching-based pedagogy be incorporated into the education system, in general, and in education systems that serve the needs of marginalized and disadvantaged communities, in particular