THE STUDY OF COACHING AS A CHURCH SCHOOL TEACHER EDUCATION METHODOLOGY
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Methodology for educating church school teachers must be varied because churchsize, context, and demographics differ from church to church. In this essay, I suggestcoaching as one methodology of church teacher education. Coaching, which could beregarded as a type of informal education, can be an effective teaching methodology forthe teachers’ education regardless of church size. This essay discusses variousdefinitions of coaching, six principles of effective coaching, and reflection on coachingbased on a biblical perspective. Strategies for the coaching process have been suggested for a practical applicationof coaching in the church context. First, this paper suggests a general coaching processfor educating church teachers (church school teacher education) that consists of foursteps: self-awareness, goal setting, action planning and goal implementation, andreflection and feedback. Second, peer coaching through observation is suggested. Experienced peer church school teachers may form a coaching team and lead thecoaching process through observation. A coaching team may execute the process bysetting specific goals for peer coaching, deciding on the type of coaching process,explaining the coaching process to participants, executing observation program, andfinally discussing and providing feedback to the teachers.
Abstract
Methodology for educating church school teachers must be varied because churchsize, context, and demographics differ from church to church. In this essay, I suggestcoaching as one methodology of church teacher education. Coaching, which could beregarded as a type of informal education, can be an effective teaching methodology forthe teachers’ education regardless of church size. This essay discusses variousdefinitions of coaching, six principles of effective coaching, and reflection on coachingbased on a biblical perspective. Strategies for the coaching process have been suggested for a practical applicationof coaching in the church context. First, this paper suggests a general coaching processfor educating church teachers (church school teacher education) that consists of foursteps: self-awareness, goal setting, action planning and goal implementation, andreflection and feedback. Second, peer coaching through observation is suggested. Experienced peer church school teachers may form a coaching team and lead thecoaching process through observation. A coaching team may execute the process bysetting specific goals for peer coaching, deciding on the type of coaching process,explaining the coaching process to participants, executing observation program, andfinally discussing and providing feedback to the teachers.
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