2026-03-11T22:19:13Z https://cur-ren.repo.nii.ac.jp/oai

oai:cur-ren.repo.nii.ac.jp:00000189 2023-05-15T11:52:00Z 2:6:15

A Study on Coaching to Develop School Principals’ Professional Competence as Reflective Practitioners Sasaki, Hironori Sasaki, Hironori 中国学園大学/中国短期大学 370 Coaching Reflective Practitioner Principals Professional Competence Educational Support Coaching Reflective Practitioner Principals Professional Competence Educational Support This paper examines whether coaching for principals could develop their professional competence as reflective practitioners. Educational support for teachers was set as a key feature of the principals' professional competence. When they faced problems during educational support, they tried to find a solution. At that time, coaching was introduced to assist them to resolve the problem through reflective thinking. This author coached three principals in five sessions during 2007 and 2008. According to the analysis of the reflections in the coaching sessions, all three principals reframed their educational support view through reflection-on-action , and had solved their problems by reflective thinking of reflection-in-action and deliberation. As a result, it seems that coaching these principals had developed their professional competence in terms of enhanced educational support. 中国学園大学/中国短期大学 2014 eng departmental bulletin paper VoR https://cur-ren.repo.nii.ac.jp/records/189 1. Retrieved from http://www.mext.go.jp/b_menu/shingi/chuuou/toushin/980901.htm on March 24, 2014. 2. Retrieved from http://www.kyoiku.metro.tokyo.jp/pickup/p_gakko/panhu/on March 24, 2014. 3. Schön, D.A., The reflective practitioner. How professionals think in action. New York:Basic books, 1983, p. 21. 4. Sato, M., Study of educational methods. Tokyo:Iwanami Shoten, 1996, p. 75 (in Japanese). 5. Sato, M., Teachersｾ reflection and wisdom=foundation of professional competence. Japanese Society for Teacher Education Annual Report, 2, 1993, p. 21 (in Japanese). 6. Schön, D.A., Coaching reflective teaching. In Grimmett, P.P. & Erickson, G. (Eds.), Reflection in Teacher Education. New York: Teacher Collage Press, 1988, pp. 19-30. 7. Schön, D.A., Educating the reflective practitioner. San Francisco, CA:Jossey-Bass, 1987. 8. Dewey, J., How we think:a restatement of the relation of reflective thinking to the educative process. New York:D.C. Health & Co., 1933. 9. Akita, K., Development of concept “reflection” in teacher education. Pedagogy Annual Report, 5, Tokyo:Seori Shobou, 1996, pp. 451-467 (in Japanese). 10. Hamada, H., Changes in school principalsｾ role expectations from the 1980s to 1990s in the united states:focusing attention on discussions and policies of principalsｾ competencies. Bulletin of Institute of Education, 29, University of Tsukuba, 2005, pp. 65-87 (in Japanese). 11. Tsuyuguchi, K., Leadership of principal who searches for trust construction. Research Bulletin of Educational Administration, 6, Kyushu University, 2003, pp 21-37 (in Japanese). 12. Tsuyuguchi, K., The influence of the principalｾs leadership upon the teacherｾs work attitude. Journal of the Japanese Association for the Study of Educational Administration, 46, 2004, pp. 93-105 (in Japanese). 13. Suwa, H., The influence principalsｾ administrative behavior gives to improvement of schools. In Okatou, T. & Fukumoto, M. (Eds.), School culture and leadership. Tokyo:Taga-shuppan, 2000, pp. 305-352 (in Japanese). 14. Fuchigami, K., Psychology of school organization, Tokyo:Nihon Bunka Kagakusha, 2005, pp. 133-165 (in Japanese). 15. Tsuyuguchi, K., The relationship between principalｾs instructional leadership and school effectiveness. Research Bulletin of Educational administration, 5, Kyushu University, 2001, pp. 21-62 (in Japanese). 16. Gallwey, T., The inner game of tennis, London:Pan, 1986. 17. Little, J.W., The mentor phenomenon and the social organization of teaching, In Cazden, C.B. (Ed.), Review of research in Education, 16, 1990, Washington, DC:American Educational Research Association, pp. 297-351. 18. Carr, J.F., Herman, N. & Harris, D.E., Creating dynamic school through mentoring, coaching, and collaboration, 2005, Alevandria, VA:ASCD. 19. Dunne, K. & Villani, S., Mentoring new teachers through collaborative coaching, 2007, San Francisco, CA:WestEd. 20. Reiss,K., Leadership coaching for educators, 2007, CA:Corwin Press. 21. Landsberg, M., The tao of coaching, 1996, London:Profile books. 22. Whitmore, J., Coaching for performance fourth edition, 2009, London:Nicolas Brealey Publishing. 23. Colton, A.B. & Sparks-Langer, G.M., A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44 (1), 1993, pp. 45-5 AA11806612 1348-1452 Chugokugakuen journal 13 47 56 https://cur-ren.repo.nii.ac.jp/record/189/files/13_047_056.pdf application/pdf 315.4 kB 2018-10-04