Educational coaching and self-regulation in regular basic students
Abstract
The motivation in the research has as main element to delineate the link between educational coaching and self-regulation in students of basic schools in Peru. The methodological route is qualitative research, using action research. The population is made up of 60 students belonging to two different classrooms, the choice of students was made accidentally to examine the behaviors of the participants, the latter being considered as a focus group, the treatment of action research is carried out through a set of learning sessions, oriented to meditation, analysis and reflection on the ability to manage your emotions, identifying your ethical principles, your self-control, where the peculiarities, postures of the subjects of learning, being in a period of improvement in the purposes planned in their life plan, connoting at the same time autonomous learning. While teachers fulfill the function of accompanying students in the fulfillment of their goals, it accompanies the strengthening of feelings. The result of the study evidences the decision making that students assume before their own feelings, attitudes, skills, abilities, abilities in relation to academic activities at individual and collective level, identifying their strengths and weaknesses in educational setting
Downloads
References
Balladares, S. y Saiz, M, (2015). Sentimiento y afecto. Ciencias Psicológicas, 9 (1), 63-71. Recuperado de http://cort.as/-MNIa
Bandura, A. (1999). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, Asian Journal of Psychology, 21-41. Recuperado de https://www.uky.edu/~eushe2/Bandura/Bandura1999AJSP.pdf
Baquero, J. y Rodríguez, M. (2016). La relación entre el proceso de autorregulación y el proceso de coaching. Universitas Psychologica, 15(1), 141- 151. Recuperado de http://www.scielo.org.co/pdf/rups/v15n1/v15n1a11.pdf
Batt, E. (2010). Cognitive coaching: A critical phase in professional development to implement sheltered instruction. Teaching and Teacher Education. 26(4), 995-1005. Recuperado de http://cort.as/-MNNJ
Bettinger, E. y Baker, R. (2014). The effects of student coaching an evaluation of a randomized experiment in student advising. Educational Evaluation and Policy Analysis, 36(1), 3-19. Recuperado de https://cepa.stanford.edu/content/effects-student-coaching-evaluation-randomized-experiment-student-advising
Boekaerts, M. y Corno, L. (2005) Autorregulación en el aula: una perspectiva de evaluación e intervención. Psicología aplicada: una revisión internacional, 54, 199-231. Recuperado de: https://www.scirp.org/(S(vtj3fa45qm1ean45vvffcz55))/reference/ReferencesPapers.aspx?ReferenceID=2107776
Bou, J. (2013). Coaching educativo. Madrid: Ed. LID.
Cerezo, R. Bernardo, A. Esteban, M. Sánchez, M. y Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencial entre la metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30-36. Recuperado de http://cort.as/-MPSK
Chan, E. y León E. (2017). Exploración del proceso de aprendizaje autorregulado de estudiantes universitarios maya hablantes. IE Revista de investigación educativa de la Rediech, 8(14). Recuperado de http://cort.as/-MPSq
Contreras, E. (2013) El concepto de estrategia como fundamento de planeación estratégica. Pensamiento & Gestión. 35, 152-181. Recuperado de http://cort.as/-MPTg
De la Fuente, J. (2017). Autorregulación y procesos de aprendizaje. Revista Latinoamericana de Psicología. 32. Recuperado de http://cort.as/-MPU7
Delgado, M., Fasce, E., Pérez, C., Rivera, N., Salazar, P., Riquelme, C. et al. (2017). Trabajo en equipo y rendimiento académico en un curso de kinesiología empleando aprendizaje basado en equipos. Investigación en Educación Médica, 6(22). Recuperado de http://cort.as/-MTIM
Denton, C. A., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. The Journal of Educational & Psychological Consultation, 19(2), 150-175. Recuperado de https://www.tandfonline.com/doi/abs/10.1080/10474410802463296
Dole, J. (2004). The changing role of the reading specialist in school reform. The Reading Teacher, 57(5), 1-10. Recuperado de http://cort.as/-MTLv
Dresel, M., y Haugwitz, M. (2005). The relationship between cognitive abilities and self-regulated learning: evidence for interactions with academic self-concept and gender. High ability studies, 16(2), 201-218. Recuperado de http://cort.as/-MTML
Ferrer, F. (1998). Educación y sociedad: Una nueva visión para el siglo XXI. Revista Española De Educación Comparada. Recuperado de http://cort.as/-MTN5
Frijda, N., Mesquita, B., Sonnemans, J. & Van Goozen, S. (1991). “The Duration of Affective Phenomena or Emotions, Sentiments and Passions”. International Review of Studies on Emotion, 1, Strongman, K. T. (ed.). Sussex: John Wiley & Sons, 187-225.
Grant, A. (2001). Towards a psychology of coaching: the impact of coaching on metacognition, mental health and goal attainment. PhD dissertation at Department of Psychology, Macquarie University.
Grant, A. (2011). Developing an agenda for teaching coaching psychology. International Coaching Psychology Review. Recuperado de http://cort.as/-MTYe
Guskey, T. (1985). Staff development and the process of teacher change. Educational Researcher. Recuperado de http://cort.as/-MTeb
Harvard Bussiness School. (2009). Cómo hacer coaching. Santiago: Impact media commercial.
Hernández, A. Camargo, A. (2017). Autorregulación del aprendizaje en la educación superior en Iberoamérica: una revisión sistemática. Revista Latinoamericana de Psicología. Recuperado de http://cort.as/-MPU7
International Reading Association. (2004). The role and qualifi cations of the reading coach in the United States: A position statement of the International Reading Association. Newark, DE: International Reading Association. Adopted May 2004.
Llanes, R. (2009). Cómo enseñar y transmitir valores. México. Editorial: Trillas.
Lawton-Smith, C. (2007). Coaching: is it just a new name for training? International Journal of Evidence Based Coaching and Mentoring. Recuperado de http://cort.as/-MW9V
Lozano, L. (2008) El coaching como estrategia para la información de competencias profesionales. Revista Escuela de Administración de Negocios. Recuperado de http://cort.as/-MWAZ
Márquez, J., Díaz, J. y Cazzato, S. (2007) La disciplina escolar: aportes de las teorías psicológicas. Revista de Artes y Humanidades UNICA. Recuperado de http://cort.as/-MWBK
Meece, J. L. (1994). The role of motivation on self-regulated learning. Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.
Ministerio de Educación de Perú (2014) Marco de buen desempeño docente. Lima- Perú. Minedu.
Mitchell, J. y Gansemer-Topf, A. (2016). Academic Coaching and Self-Regulation: Promoting the Success of Students with Disabilities. Iowa State University, Digital Repository. Recuperado de http://cort.as/-MZpu
Palmerín, M. y Sesento, L. (2019) El coaching educativo en el nivel medio superior. Revista Atlante Cuadernos de Educación y Desarrollo. Recuperado de http://cort.as/-MZqm
Panadero, E. (2017) A review of self-regulated Learning: Six models and four directions for research. Frontiers in Psychology. Recuperado de http://cort.as/-MZrJ
Pérez, Y., Reyes, A., Matos, H. y De la Guardia, A. (2019) Coaching. Importancia del docente coach. Multimed. Recuperado de http://cort.as/-MZu1
Pérez-Van-Leenden, M. (2019). La investigación acción en la práctica docente. Un análisis bibliométrico (2003-2017). Magis, Revista Internacional de Investigación en Educación. Recuperado de http://cort.as/-MZux
Pintrich, P., Wolters, C. y Baxter, G. (2000). Assessing metacognition and self-regulated learning. Issues in the measurement of metacognition. Recuperado de http://cort.as/-MZvP
Ramírez, L. (1997). La técnica del control del pensamiento en terapia comportamental. Revista Latinoamericana de Psicología. Recuperado de http://cort.as/-MZwG
Rosario, P., Nuñez, J., Ferrando, P., Paiva, M., Lourenco, A. Cerezo, R., et al. (2013). The relationship between approaches to teaching and approaches to studying: A two-level structural equation model for biology achievement in high school. Metacognition and Learning. Recuperado de http://cort.as/-MiKK
Rosario, P., Trigo, J., Núñez, J, y González-Pienda, J. (2005). SRL Enhancing Narratives: Testas’ (Mis) adventures. Academic Exchange Quarterly. Recuperado de http://cort.as/-MiL_
Ryan, T. (2008). Antecedents for interrole conflict in the high school teacher/coach. Physical Educator. Recuperado de http://cort.as/-MiMH
Saavedra, J (2016). Aprobación de la currícula nacional. Recuperado de: http://larepublica.pe/politica/829690-el-85-aprueba-que-curriculo-escolarpromueva-igualdad-de-genero-segun-ipsos
Sáiz-Manzanares, M. y Pérez, M. (2016). Autorregulación y mejora del autoconocimiento en resolución de problemas. Psicología desde El Caribe. Recuperado de http://cort.as/-MiO7
Schiefele, U. (1991). Interest, learning, and motivation. Universitat Potsdam. Recuperado de http://cort.as/-MiQ8
Schunk, D. y Zimmerman, B. (2011). Handbook of self-regulation of learning and performance. New York, NY, US: Routledge/Taylor & Francis Group.
Seufert, T. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review. Recuperado de http://cort.as/-MiRL
Torrelles et al. (2011). Competencia de trabajo en equipo: definición y categorización. Profesorado: Revista de Currículum y Formación del Profesorado. Recuperado de http://cort.as/-MiRd
Tovar, M. (2017). El coaching en la escuela. Eumed.net. Recuperado de http://cort.as/-MZqm
Velázquez M. (2018). Programa de coaching pedagógico para el desempeño de los docentes tutores en un instituto superior tecnológico del distrito de Ate. (Tesis de maestría). Recuperado de http://cort.as/-MiUx
Vohs, K. y Baumeister, R. (2011). Handbook of self-regulation. Research, theory, and applications (2nd edition). New York, NY, The Guilford Press
Watson, D., Clark, L & Tellegen, A. (1988) Development and validation of brief measures of Positive and Negative Affect: The PANAS scales. Journal of Personality and Social Psychology. Recuperado de http://cort.as/-MiVy
Woolfolk, A. (2001). Psicología Educativa. Ed. Prentice Hall. México.
Zegarra, R. Velázquez, M. (2016) El coaching: una forma para fortalecer el profesionalismo del docente en el aula. Dossier Educación y trabajo. Recuperado de http://cort.as/-MiWg
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25, 3-17.
Zimmerman, B. (2005). Attaining self-regulation: a social cognitive perspective. City University of New York. Recuperado de http://cort.as/-MiXF
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal. Recuperado de http://cort.as/-MiXS
Zimmerman, B. y Schunk, D. (2004). Self-regulating intellectual processes and outcomes: a social cognitive perspective. Motivation, emotion, and cognition. Recuperado de http://cort.as/-MiWx
