Abstract
ABSTRACT Past research has explored coach developers’ practice and called for learner-centred coach education provision. However, understanding of how “learner-centred” policies are reproduced in practice remains partial. In response, a multiple methods case study explored three introductory coach education courses. The Bernsteinian concept of “framing” was introduced to coach education research for the first time, and used to examine how coach developers implemented “learner-centred” policy. A composite creative non-fiction narrative revealed courses have: (1) A high volume of strongly framed assessment; (2) A wide range of strongly framed content; and (3) Coach developers who attempt to weakly frame pedagogic practice. Findings highlight tensions between being “learner-centred” and covering content and assessment that were prescribed by stakeholders in the coach education system. This study provides a significant contribution by connecting policy to practice, and highlighting the challenges of implementing learner-centred education policy.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
