Rodger, Fiona B; (2014) Peer-coaching in higher education: an analysis of the peer-coaching service at the Institute of Education, exploring processes of learning and underpinning values. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

This research explores learning and democratic values in the peer-coaching serviceat the Institute of Education (IOE).The service, set up seven years ago, adopted a learning-centred model of coaching(Carnell, MacDonald and Askew 2006). An initial evaluation of the service focusedmainly on benefits to the coachee (Hargreaves 2007). To date, there has been nostudy into how learning is understood and facilitated by the coaches.This study builds on the work of the initial facilitators of the coaching group, Askewand Carnell 2011, by providing a detailed study into how learning is interpreted inpractice.The study is set in the context of Adult Learning. In particular, aspects of Mezirow’sTheory of Transformative Learning are applied to illuminate the learning process. Sixaudio-recorded coaching conversations are analysed. A system of analysis isborrowed and developed from Conversation Analysis. The conversations arepresented and analysed sequentially, before discussing approaches to learning, andvalues that appear to underpin practice.Findings suggest that despite following the same programme of professionaldevelopment, coaches seem to understand learning differently resulting in diversepractice. Some appear to facilitate reflection on self. Connections between currentand previous behaviour patterns are explored together with developing anunderstanding of where embedded beliefs and attitudes have originated. In otherconversations, a goal-centred approach, focusing on completing specific tasks, isdominant.This research advances the argument for a learning-centred model of coachingleading to individual development, fulfilment and possibly better working practices.The thesis addresses a gap in research by exploring the practice of coaching as amodel for supporting adult learning, identifying democratic values that underpin andgive strength to, the transformative learning model.The thesis concludes with suggestions for coaches’ professional development andthoughts for future research.

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