People, including teachers, have both conscious and subconscious beliefs that affect their behaviors. Many
researches have been done on the relationship between teachers’ beliefs and their educational practices.
They reveal that beliefs held by teachers about learners not only influence their teaching approaches but
also affect the performance of learners. Moreover, in the educational field in recent years, there have been
many studies and practices that indicate the change in beliefs: from teacher-centered to learner-centered.
In addition, more and more teachers are learning coaching and putting it to practice. Coaching has been
accepted by companies and organizations as a method of human resource development.
The purpose of this paper is to understand the influences of some practical skills including coaching on
the teachers’ beliefs and behaviors. The responses identified factors that influenced their beliefs: Including
Coaching (209), Only Experience (123), and Other Practical Skills (122). Then, the three groups were
examined by analysis of variance and multiple comparisons using the way of teaching, autonomy, selfcontrol
and teaching behavior as four dependent variables. Results indicated that, compared to teachers’experience and learning some practical skills, learning coaching has big influence on the teachers’ beliefs
and behaviors, which creates a constructivist / student-centered tendency.
Personal coaching is widely conducted, especially in business. Previous studies indicate that coaching has several beneficial effects on the recipients. However, the process of effective personal coaching is not well understood. Therefore, the present study aimed to clarify the process of effective personal coaching based on practitioners’ experiences. Semi-structured face-to-face interviews were conducted with 12 qualified professional coaches. All interviews were recorded and transcribed verbatim. Then, a concept model and story-line were created using a modified grounded theory approach. The model showed that it was necessary to promote the process of the client’s self-understanding and self-concordance through dialogue and the experiential learning cycle, to enable them to achieve their individual goals. The coach’s mindset and the existence of an appropriate relationship between the coach and client were foundational factors for the success of the process. Additionally, the coach and client’s personalities and their compatibility affected the development of an appropriate relationship.
It is assumed that current Japanese companies have introduced executive coaching in recent years. However, the actual situation is not clear as it is a confidential service. As a result, asymmetry of information may occur and the quality may not be secured. In this report, we try to record the answers to the following questions from the perspective of the authors actually providing executive coaching. What kind of intention is executive coaching required now? What kind of process is provided? What challenges are there? As a result, the authors intend this text to be the first action leading to an improvement in the overall quality of executive coaching.
LD Note, a case study magazine first published in 1965, has continued to provide case studies of issues that middle management in companies of that era might face, based on material it has interviewed, and the number of case studies has exceeded 1,000. In this 50th anniversary year, we will analyze the transformation of issues in the Japanese workplace by examining the themes of past case studies.
Keywords : Case sutudy , LD note , Leadership development
Haraguchi asked, "What is" Assistance dialogue "? (2012), when starting research on coaching, he introduced Saijo's idea of "Structural Constructionism" as one of the great possibilities, but after that, Saijo's idea was "Essential Management Science" is reconstructed in the form of. After that, Saijo's paper "What is the essence of coaching?" Was published. This essay attempts to reconstruct "Structural Constructionism" or " Essential Management Science" in the context of coaching by comparing this Saijo paper with the core competencies of the International Coach Federation (ICF).