Working as a coach in English education I have for a long time seen coaching repeatedly come and go as a mode of professional development in schools. I don't mean that it's 'gone'; it rather waxes and wains quite rapidly after being introduced. Whilst of course there are counter-examples where coaching embeds successfully across an organisation, this is not yet the norm and yet it has so much to offer - particularly at the moment in our era of great uncertainty and upheaval during the CoVID crisis.
One of the issues, which it may be argued is current across all coaching fields, is the lack of conceptualisation that yields useful indentifiable characteristics of coaching
that go beyond just its purpose. Ask yourself the question 'what is coaching?' and try to answer this in terms other than its function or the more generally accepted indentifiers like 'non-directive', 'non-judgemental', 'collaborative', 'dialogic' etc.
Perhaps one of the issues is that a clear identity or de (...) Read more? Sign up for free