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ERIC Number: ED427064
Record Type: Non-Journal
Publication Date: 1998-Nov
Pages: 29
Abstractor: N/A
Reference Count: N/A
Cognitive Coaching and Self-Reflection: Looking in the Mirror While Looking through the Window.
Uzat, Shaunna L.
The usefulness of cognitive coaching in teacher professional development is discussed, tracing the history of supervision and the evolution of cognitive coaching. Educational reform has acknowledged the need to help teachers grow professionally for some time, and the notion of teachers working with other teachers is documented in supervision literature. Within this realm, coaching is viewed as having positive impact on the implementation of skills acquired in training settings and general, continuous professional development, whether it is established between supervisor and teacher, or between two teacher peers. Reasoning for adopting cognitive coaching, defined in the context of the Renaissance Schools concept of A. Costa and R. Garmston (1994), in the public schools is presented. (Contains 19 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A