Over the last two decades research into coaching has suggested that it is a successful form of professional development for impact on student outcomes (Joyce and Showers, 1988) and offers good opportunities for professional development (Veenman and Denessen, 2001). However, Lofthouse and Leat (2013) found that its potential was often undermined in schools. This new research is based on the question: What opportunities do coaching approaches create for professional development in education, and how can we understand the scope and impact of these opportunities? Data in relation to this question will be collected through analysing six conversations between coaches who work in different education contexts. The aims of their coaching include to develop teaching quality, to enable inter-professional learning, to support leadership development, and to facilitate positive and productive relationships through cultural change in educational communities. These conversations are being held in public as part of a networking event, and will be followed by open discussion with an audience. Each conversation will be audio-recorded and transcribed for analysis, and the main themes emerging from the open discussion will be noted. A thematic analysis will be used to reveal the working practices of the coaches, and what evidence of change they recognise in the contexts in which they work. The theoretical model used will be The Theory of Practice Architectures (Kemmis et al. 2012) which focuses attention on the ‘sayings’, ‘doings’ and ‘relatings’ as indicative of the socio-cultural semantic, physical and social spaces that are employed and altered through coaching. The emerging conclusions will be shared with the participating coaches providing an opportunity for clarification and validation. This research is undertaken in England where provision of professional development and teacher education has undergone a significant evolution over the last decade. The traditional roles of both local education authorities, government-led national strategies and universities have diminished in favour of a ‘school-led self-improving system’, the creation of Teaching Schools, Multi-Academy Trusts and The Chartered College of Teaching and a rapid growth of private companies, charities and consultants working in the field. Coaching is part of this trend; but it takes many forms and there is insufficient research relating to its efficacy. There are no nationally approved qualifications or standards for coaches working in educational contexts. This research will help to establish some of the current trends, challenges and emerging opportunities of coaching to support or even transform teacher education and professional development.
ORCID: 
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)