In recent years there has been a growing discussion about the benefits of understanding education from the perspective of complex dynamic systems [1], with implications for viewing learning and professional development as non-linear processes [2]. Similarly, a case has been made for coaching as a powerful tool to facilitate positive change in educational settings [3]. Although some work has been done to investigate the benefits of coaching for graduate students [4], little is known about the role of online coaching in supporting learning and development in the context of graduate education. The purpose of this paper is to address that gap by reporting on the initial results from a case study of the non-directive, strengths-based coaching component in a collaborative, problem-based Masters of Teaching English to Speakers of Other Languages (MA TESOL) program.

Author: Carolyn Kristjánsson

Published in: Canada International Conference on Education, 2023

• Date of Conference: 26-28 June, 2023
• DOI: 10.20533/CICE.2023.0038
• Electronic ISBN: 978-1-913572-58-7
• Conference Location: Residence and Conference Centre, Toronto, Canada