Abstract
The escalating success of coaching and the significant potential it holds as a vehicle for effective learning for individuals and groups appear to have had little impact within educational contexts to date. In response, this paper therefore presents an introduction to coaching practice and its principle and outcomes and examines its processes through a discussion of adult learning theory and comparing the principle of this theory with coaching principle and frameworks. In doing so, it demonstrates the learning value inherent within the coaching framework and challenges educators to consider its potential as a model for active, collaborative, authentic and engaging learning for adult.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: 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.