Abstract
ABSTRACT In this study, we investigated how early career teachers implemented individual goals set in a self-management training course in the context of professional development, followed by online coaching (OC) designed to support transfer to practice and self-regulation. We conducted qualitative analyses of coaches’ OC reports from 60 teachers and a case study including three teachers’ and their coaches’ perspective on the process of goal implementation. Two action-oriented patterns of goal pursuit (pragmatic and reflective) and one low focus and engagement pattern were identified. The OC helped teachers to deal with school-, stress-, and career-related challenges, and to reflect. We conclude that OC is suitable to support teachers’ self-regulation and to empower them, provided they engage with it. We argue that adaptive coaching models, based on principles of professional coaching, including goal orientation, should be further developed for teacher education.
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