The Korean Journal of Human Development

Article

Experiences of Pre-Service Teacher’s Self-Directed Learning Coaching

Author
Choi Yu-Seon,Park So-Ri,Son Eun-Young
Information
pp. 243~259 / 2016 Vol.23 No.3
e-ISSN2982-6845
p-ISSN1226-4474
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Abstract

In this study, we determine what pre-service teachers experienced through self-directed learning coaching.We selected fifteen people who had self-directed learning coaching experience, conducted a semi-structuredinterview, and analyzed with consensual qualitative research (CQR). core concepts, eleven domains, andforty-six categories were derived, and the results are as follows. First, the coaches’ experiences were dividedby four domains: motive of program participation, meaning recognition of self-directed learning, pre andpost change of coaching, and outcomes of coaching. Second, Experiences of program composition weredivided by four domains: program planning, program managing, and the difficulties of programmanagement, expectations and corrections for the next programs. Third, the relationships with coachingparties were divided by three parties-supervisors, peer coaches, and middle school students. Through theseresults, we found that coaching experiences were very important tools for practicing teaching and times forself-reflection about teaching. In addition, there were other gains such as changes of coaches’ learningattitudes, increase of understanding about career guidance, and the experiences of various relationships.Further implications and discussions are suggested.

Keywords

pre-service teachers self-directed learning coaching consensual qualitative research CQR self-directed learning experience program composition relation with coaching

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