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Using Coaching to Develop Reflectivity in Trainee Teachers

ABSTRACT This study was designed to investigate the impact of one-to-one coaching to improve reflective practice in trainee teachers on a one year PGCE course. The coaching sessions took place following a lesson taught by the trainees and observed by the author (course tutor). These sessions show evidence of the trainees' deeper understanding of their experiences in the classroom. In subsequent sessions, all trainees made a shift in improving their ability to reflect on their lesson and pick out key features, although these varied in content, depending on the outcomes of the observed lesson. The implications for the PGCE programme and associated parties are discussed.