摘要：Education plays a vital role in the economic growth and development of a country. In an education setting, the effectiveness of the teaching and learning process and supervision (TLS) is the most important determinant of a country’s future success. Thus, educators should ensure that implementation of the TLS process is effective and appropriate for their students. To this end, educators should engage often in action research in order to identify their students' problems and to seek solutions to those problems. This paper discusses current issues that prompted action research in order to determine whether coaching can be applied effectively to the TLS process. The research design is action research. Four postgraduate students who were willing volunteers were selected as research participants. Methods for collecting data included interviews, checklists regarding coaching sessions, and coaching forms, such as coaching session log sheets, coaching progress log sheets, and evaluations by coachees. Discussion focuses on the GROW coaching model and how this model can be adapted to the Kolb Cycle Model in order to make the TLS process more powerful. The findings showed that the coaching strategies were successful in improving the four participants’ understanding and skills pertaining to action research implementation.
其他摘要：Education plays a vital role in the economic growth and development of a country. In an education setting, the effectiveness of the teaching and learning process and supervision (TLS) is the most important determinant of a country’s future success. Thus, educators should ensure that implementation of the TLS process is effective and appropriate for their students. To this end, educators should engage often in action research in order to identify their students' problems and to seek solutions to those problems. This paper discusses current issues that prompted action research in order to determine whether coaching can be applied effectively to the TLS process. The research design is action research. Four postgraduate students who were willing volunteers were selected as research participants. Methods for collecting data included interviews, checklists regarding coaching sessions, and coaching forms, such as coaching session log sheets, coaching progress log sheets, and evaluations by coachees. Discussion focuses on the GROW coaching model and how this model can be adapted to the Kolb Cycle Model in order to make the TLS process more powerful. The findings showed that the coaching strategies were successful in improving the four participants’ understanding and skills pertaining to action research implementation.
