Using coaching to enhance science specific professional development for primary teachers

Published in 2015, this research paper indicates that coaching and mentoring are significant features of effective professional learning for teachers. In science education, coaching is occasionally included in professional development for science subject leaders but only very occasionally used in formal subject-specific training of classroom teachers.

This paper is a summary of the research findings from a comparative review of two continuing professional development (CPD) programmes for primary teachers, which combined professional development in science subject knowledge and science leadership skills with training of coaching skills for teachers. The research compared the outcomes of two different approaches to CPD on teacher development and the outcomes on students’ attainment and progress. In one approach, teachers received coaching training as an integral part of science CPD, whereas in the other programmes, teachers received CPD on science subject specific and leadership skills together with skills in coaching.

The findings from this research indicate that the teaching of coaching skills has a positive role in embedding newly acquired science-specific knowledge for teachers and improving student outcomes across the school. The research also revealed that many teachers lack an appreciation of how coaching skills can enhance the impact of science-specific CPD but after experiencing coaching CPD and using new skills in practice, they understood the impact of coaching on their professional learning.

The full collection of STEM Learning impact and evaluation research reports can be viewed here.