Abstract
Developing teacher self-efficacy can be supported through coaching, a process that guides and supports teachers in enhancing their confidence in teaching and learning skills. This study, part of the CONNECT project funded by the European Union and implemented in various countries, investigates how coaching improves teacher performance and self-efficacy within the context of open schooling for sustainability. The coaching process underpinned by the CARE-KNOW-DO framework focused on 45 coaches supporting a total of 790 teachers in the UK, Brazil, Romania, and Spain. A multilanguage digital platform provided resources, guidelines, video, and best practices on open schooling integrated with the Sustainable Development Goals for teachers’ educators and teachers. Through a qualitative study analyzing CARE-KNOW-DO practices in one-on-one dialogue-based strategies, collaborative participatory research, webinars, workshops, and professional development courses, our findings reveal both challenges and catalysts in coaching. Key features of the coaching model that boosted teachers’ self-efficacy included working with mixed-ability classes (UK), overcoming curriculum pressure (Spain), and addressing complex teaching challenges (Romania). Pedagogical changes involved the adoption and co-creation of open schooling materials, along with integrating CARE-KNOW-DO principles and the EU DigComp framework for green digital skills. These insights demonstrate that coaching in open schooling environments for sustainability can significantly enhance teachers’ self-efficacy and the quality of open schooling experiences by increasing teachers’ awareness of challenges, strategies, and outcomes, focusing on meaningful practices, enhancing teaching and learning competencies, and fostering collaborative personal development.
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