Problem statement
It is seen according to research that there are cognitive and non-cognitive functions existing in a student. Non Cognitive qualities include different components like behaviors, beliefs and communication skills (Sirmaci & Ceylan, 2014). B,ed is generally a practice oriented degree that is helpful for the students to analyze their educational theories with students. The study program here will analyze the subjects like Arabic, Math and science, English and education on early childhood. This can be helpful for the students to acquire more knowledge and skills in Qatar schools. In recent years, the policymakers and educational researchers have done a lot of research on the non-cognitive functions of the students. management, it is seen that for holistic development of the student the development of non-cognitive as well as cognitive functions is necessary. Besides that, students will not be able to develop their intellectual skills neglecting the cognitive functions (Soslau, 2015). The cognitive function includes the different types of components like perception, reflection analysis and problem-solving abilities. These skills are necessary to analyze, reflect different kinds of theories they learn in English. Along with the non-cognitive components the cognitive components plays a pivotal role in the development of the intellectual minds of the student (Sirmaci & Ceylan, 2014). This is mainly the background of the study where the study aims to identify the cognitive coaching and its impacts on the English language learning students.
According to the previous literature and study, there are evidence and data that suggest an extensive amount of work on the non-cognitive domain. The main problem is to find the effects of the cognitive skills of the English language learning students. It is essential to develop the cognitive abilities of the students (Taylor, 2016). Until now the focus has been given on the Non-cognitive abilities of the students. The research mainly deals with the problem of cognitive functioning in the student. However, it is seen that cognitive and non-cognitive abilities are required for Holistic development. In this research, the problem of cognitive development and its solution will be analyzed. Another problem will be analyzed that is the development of efficacy of the student through proper cognitive coaching by the teachers in the English Language.
This study is done because it is one of the most important components for the professional development of the student. The cognitive components like perception, evaluative skills, analysis power, and decision making abilities after analysis of the dynamic and complex situations are very much important for the holistic development of the child (Fitzpatrick & Meulemans, 2011). Proper cognitive coaching through proper techniques helps in the holistic business development of the child. This is the main importance of performing the study. It is very important to analyze and summaries the points that explain the increase of efficacy of students through proper cognitive coaching (Taylor, 2016). It is important to study the different methods of cognitive coaching for self-directed learning. This study will help the teachers to identify the components of the cognitive functioning that needs proper stress for the holistic development of the child.
Rationale
The main aim of the study is to found out the increase in efficacy of the student of the English language through proper cognitive coaching of the teachers. The main objectives are as below:
Ø To find out the hoe the cognitive coaching by the teachers helps in increasing the efficacy of the students studying English language.
Ø To find out the different methods used by the teachers to make the cognitive development of the Students.
Self-efficacy: Efficacy is a process that develops belief on own capabilities. This is stated to be one of the most important characteristic traits of the teachers’ quality. This quality enables the teachers to develop a learning effective classroom.
Social cognitive theory: the social cognitive theory implies the acquisition of knowledge from the social interaction. As per the given context, the positive and effective behaviors of the teachers can be impactful on the students learning process.
H0: The null hypothesis includes that there will be no significant positive impact of cognitive coaching on increasing the efficacy of the student.
H1: The hypothesis of the research may be taken as there is positive professional development and increase in skills and efficacy of the English learning students due to the cognitive coaching and guidance are given by the teachers.
Internship facilitates the students to develop their transition period from practitioner to professional. Experiences play a pivotal role in managing the necessary components to acquire cognitive skills for being the entry-level counsellor (DwiKristanto, 2017). The internship models are capable of developing the self-efficacy among English teachers to gather the cognitive teaching skills (Haas, Sweitzer & King, 1999). The models are; field-based model, performance evaluation model, working experience model and self-perception model.
The field base model is helpful for the interns as it provides them with the opportunities to counsel their roles and skills. Additionally, the field based model is beneficial for the development of the self-efficacy of the interns (Patterson, 2003). The development of the self-efficacy among the interns would make them capable to analyze their performance behaviour, to observe the performance level, to analyze the performance level and to mitigate the amount of anxiety from the learning performance (Patterson, 2003).
The development of the self-efficacy depends on the interpersonal capability of the students to evaluate their performance and problem intervention skills. The teachers need to assist the interns to balance the self-monitoring and level of confidence. Feedback is essential to develop the performance level of the interns (Svinicki, 2017).
Aims and Objectives
The working experience model is the extended part of the field based model. This model allows the interns to develop their self-efficacy through working experiences. In the case of the teaching profession, the teachers require cognitive skill to develop their practical working experiences. This model is also assisted with feedback, critical support and self-efficacy (Obed, 2018).
The self-perception model is helpful in developing the performance competency through effective educational experiences. This model is helpful for the interns to understand their own capability in developing the teaching capability. The interns require the supervision of experienced teachers (Ergas, 2017). The teachers can demonstrate the interns the process to perform with multiple skills. Basically, internship requires an individualized learning experience that can improve their professional development with sufficient knowledge and skills. The perception of knowledge and skills can be developed with the sustainable maintenance of self-efficacy. This improves the level of perception for the interns (Ergas, 2017).
- Student teacher efficacy
The student teacher efficacy was greatly conceptualized on the context of self-efficacy of the teacher. The self-efficacy of the teacher defines the capability of the teacher to promote the growth of the student (Lazarides, Buchholz & Rubach, 2018). A student can be motivated with an effective conversation with the teacher. A study has disclosed the fact that the student teacher interaction has a strong impact on the learning process of the student. Thus, the effective interaction between the teacher and the student can be beneficial to promote the learning process of the student (Ross, 1992). The self-efficacy of the teacher is also beneficial for the teacher himself to review his teaching performance. The efficacious teachers are organized, growth specific, skill oriented and deeply motivated. These capabilities help to promote the questioning skill, learning skill, explanation skill and feedback skill of the student. The student would be efficient enough to locate the existing difficulties in the learning process. On the contrary, teachers having low efficacy, cannot connect the students properly (Lazarides, Buchholz & Rubach, 2018). They lack the potential to promote the learning growth of the students. Their approaches lack the humanistic and more like custodial. They prefer to teach students with unprofessional behaviour. They quickly feel anger on the students and sometimes threaten them over trivial facts. The students use to face an awkward learning experience in front of the teachers who cannot connect the students with effective efficacy (Ross, 1992).
Student motivation must be goal directive. The teacher needs to take care of each of the students and need to communicate them with efficacy. A friendly behaviour towards the students could be helpful for the students to locate their problems (Zabrina-Anyagre & Addo, 2017). The teacher who can develop a strong bonding with the students has the potential to motivate the students positively. Efficient teachers generally encourage the students to work more for betterment and accept his achievements. The teacher having potential efficacy uses to treat the misunderstanding of the student as their learning process. This helps them to better their performance level. Moreover, this would also enable them to promote the thought process of the student and make them convinced the difference between rights and wrongs (Zabrina-Anyagre & Addo, 2017).
Framework
The teacher’s self-efficacy has a strong impact on the achievement of the students. The self-efficacy of the teachers helps the students to develop their interpersonal ability. This promotes the potential growth of the students. Additionally, the self-efficacy of the teachers helps the students to locate the problems in their performance (Ogden, 2016). After the identification of the problems, the teachers help them to resolve the problem. This teaching process enhances the performance level of the student and they achieve a desirable result. Thus, the impact of the self-efficacy of the teachers on the performance level of the students is undeniable (Ogden, 2016).
Efficacy is a capability of the teachers that develop the interpersonal ability of the students. Efficacy among the teachers has two different levels; experienced efficacy and low efficacy. Teachers with experienced efficacy have the potential to improve the skill of the students (Lee, 2018). Moreover, they tend to analyze the performance of the students to find out the drawbacks of the performance. This helps the capacity building procedure of the students. The experienced teachers outline various activities for the student to develop their existing performance. The development of the self-efficacy is most helpful for the students who find themselves distressed (Kleinsasser, 2014). The distressful situation challenges the interpersonal capabilities of the students. Teachers having experienced cognition have the potential to reduce the distressful situation of the student. The cognitive measures includes the self-analysis, development of self-belief and identifying the own interpersonal capability (Lee, 2018). The experience teachers can guide the students with their wide range of experiences that can be helpful in building efficacy of the students.
- English language teacher efficacy
The teacher’s belief and cognition has a strong positive impact on developing the efficacy of the students. The perception of the teachers is important for the students as it contains a wide range of learning process (Kleinsasser, 2014). The efficacy in the English teachers is generally developed to teach English effectively. The level of efficacy among the English teacher is crucial to analyze their English proficiency. Moreover, this includes their analytical skill, the perception of students and speaking, reading and writing power in English. Hence, English teachers should be capable enough to read, write and speak English in an understandable manner (Thompson & Woodman, 2018). This could be helpful for the students to understand the language properly through an effective learning process.
- Social cognitive theory
The social cognitively is based on the requirements, equity and expectancies of the learning process experiences. The social cognitively impacts on the relationship of actions and outcomes (Batt, 2010). The social cognitively is influential in developing the factors that determine the teaching cognitively. The social cognitively spreads from a person to the external environment and the behaviour (Dennen & Burner, 2008). An effective socially cognitive behaviour of the teacher is helpful in developing the self-efficacy of the students. Additionally, this is also impactful on symbolizing, forethought, vicarious learning, self-regulation and self-reflection (Selccedil, 2010).
Hypothesis
Figure 1: components of social cognitive theory
Source: https://www.academia.edu/30847693/Social_cognitive_theory_and_self-_efficacy_Implications_for_motivation_theory_and_practice
The cognitive coaching model is helpful for the teacher to explore their teaching style and capability. Cognitive coaching enhances the thought process before the teaching practices. Every teacher has their own different coaching style (Sirmaci & Ceylan, 2014). However, cognitive coaching is not any teaching style. Instead, it is a process that assists the teachers to expand their interpersonal teaching capability. This is a question asking process for the teachers that enhances the development of unexplored teaching capability (Edwards & Newton, 1995). In the case of English coaching, this process helps to analyze whether the teacher has the potential to connect the students with easily understandable language. Moreover, this would also test the English spoken, verbal, written and analytical capability of the teacher (Garmston, Linder & Whitaker, 1993).
The research methodology consists of the research design, sampling techniques, data collection and the analysis of the data for result generation. This is properly conducted so that a holistic approach can be followed in the research.
The research design consists of the qualitative method of research. Semi-structured open-ended interviews are conducted in different educational institutes of Australia to gather the Data about the cognitive coaching and its efficacy on the English language learning student.
The quasi-experimental design resembles the qualitative experiments done in social research. Mainly during researching educational parameters, the quasi-experimental research design is done (Fitzpatrick & Meulemans, 2011). The research design comprises of the selection of groups where the research design is tested. Random pre selection is not done in this research design. Educational institutes are chosen and semi-structured interviews are done to collect data from both the students and the teachers. The Data include the different cognitive coaching techniques and perception of teachers and students about cognitive coaching. After collection of the Data, the cognitive evaluation is done.
The semi-structured interviews are the qualitative method of study that is followed in this research. The semi-structured interviews help to gather precious data as it consists of an open-ended question. The open-ended questions are necessary for important to discuss the different theory and approaches of the cognitive coaching used by the teachers to develop the efficacy of students. Interviews of the teachers and the student are taken to gather data from the researchers of the study. Different random educational institutes are chosen by the researchers for the interview.
The lesson plans are studied that are applied by the teacher to incorporate cognitive ability in the students. According to the interviews of the teachers, the lesson plan is the most important part of cognitive development. Three theories are followed during the preparation of the lesson plan. They are behaviorist, maturity and interactive. The interactive and behaviorist theory help the students to develop the thinking and evaluating capacity. This is very important components of the cognitive ability which are enhanced through lesson plan among the students.
Literature review
The reflection of the teacher and the students are recorded and analyzed in the research. Individual perception of the teachers about the cognitive development of the students through the implementation of proper theories is analyzed. The reflection is very necessary as it helps to comprehend the individual opinion and experience of the matter.
The qualitative research method is followed in this research. Semi-structured interviews are performed in different Educational institutes of the country. Open-ended questions are asked in the interviews to gather information about the different theories and techniques used to develop cognitive functioning and efficacy of the students in a proper way.
The quasi-experimental research design is done. Quota sampling is done in the study. Interviews are conducted of English language teachers and the students of the English language to analyze the cognitive coaching techniques. The relation between developments of efficacy of student and cognitive coaching is also documented and analyzed.
Data collection and documentation is done in a proper tabulated format. The data from the semi-structured interviews are extracted and documented for proper statistical analysis. Both the primary and secondary data have been used in this study Statistical analysis helps in providing the statistically significant result of the research.
Data quality should be compared with the previous literature to measure their validity. The reliability of the data is to be judged properly by the researchers. The significance of the research depends on the reliability of the data. The different data comprising the cognitive coaching methods should be double checked for the authenticity,
There is some ethical consideration that should be maintained in the research. The Data that are gathered from the teachers of the educational institutes through semi-structured interviews should be shared in the legitimate forum. The data should not be shared in any irrelevant forum. Any breach of data is highly punishable under Data protection Law (2018) .During performing the semi-structured interview it is very much essential to take proper consent from the teachers and students during the gathering of the data. This ethical consideration is maintained in the research (Lambie, Hagedorn & Ieva, 2010). If any issue arises in time of taking an interview it should be resolved through discussion in a proper way. The beliefs of the teachers and the students should be given proper respect during conducting the interviews.
Reference List
Batt, E. G. (2010). Cognitive coaching: A critical phase in professional development to implement sheltered instruction. Teaching and Teacher education, 26(4), 997-1005
Dennen, V. P., & amp; Burner, K. J. (2008). The cognitive apprenticeship model in educational practice. Handbook of research on educational communications and technology, 3, 425-439.
DwiKristanto, Accounting. (2017). Konflik dalam Tim Mahasiswa Guru Internship [Conflict Within a Team During Their Student Teaching Internship]. Polyglot: Jurnal Ilmiah, 13(1), 79. doi: 10.19166/pji.v13i1.347
Edwards, J. L., & Newton, R. R. (1995). The Effects of Cognitive Coaching on Teacher Efficacy and Empowerment.
Ergas, O. (2017). Reclaiming ethics through “self”: A conceptual model of teaching practice. Teaching And Teacher Education, 68, 252-261. doi: 10.1016/j.tate.2017.09.013
Fitzpatrick, M., & Meulemans, Y. (2011). Assessing an Information Literacy Assignment and Workshop Using a Quasi-Experimental Design. College Teaching, 59(4), 142-149. doi: 10.1080/87567555.2011.591452
Garmston, R., Linder, C., & Whitaker, J. (1993). Reflections on cognitive coaching. Educational Leadership, 51(2).
Haas, L., c, H., & King, M. (1999). The Successful Internship–Transformation and Empowerment. Teaching Sociology, 27(3), 300. doi: 10.2307/1319331
Kleinsasser, R. (2014). Teacher efficacy in Teaching and Teacher Education. Teaching And Teacher Education, 44, 168-179. doi: 10.1016/j.tate.2014.07.007
Lambie, G., Hagedorn, W., & Ieva, K. (2010). Social-Cognitive Development, Ethical and Legal Knowledge, and Ethical Decision Making of Counselor Education Students. Counselor Education And Supervision, 49(4), 228-246. doi: 10.1002/j.1556-6978.2010.tb00100.x
Lazarides, R., Buchholz, J., & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching And Teacher Education, 69, 1-10. doi: 10.1016/j.tate.2017.08.017
Lee, S. (2018). Mentoring New English Writing Teachers: Advice from Experienced Teachers. ENGLISH TEACHING, 73(2), 87-113. doi: 10.15858/engtea.73.2.201806.87
Obed, Y. (2018). The possibility of improving the performance evaluation system of teaching staff by adopting the Education Excellence Award as a model. Journal Of University Of Human Development, 63. doi: 10.21928/juhd.v0n0y2018.pp63-85
Ogden, L. (2016). Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice. Journal Of Baccalaureate Social Work, 21(1), 23-31. doi: 10.18084/1084-7219.21.1.23
Patterson, B. (2003). Ethnography as Pedagogy: Learning and Teaching in a Religion Department Internship Class. Teaching Theology And Religion, 6(1), 24-34. doi: 10.1111/1467-9647.00150
Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education/Revue canadienne de l’education, 51-65.
Selccedil, G. S. (2010). The effects of problem-based learning on pre-service teachers achievement, approaches and attitudes towards learning physics. International Journal of Physical Sciences, 5(6), 711-723.
Sirmaci, N., & Ceylan, M. (2014). The effects of cognitive awareness strategies taught with cognitive coaching method on achievement, attitudes and cognitive awareness skills of students. International Journal Of Academic Research, 6(1), 374-379. doi: 10.7813/2075-4124.2014/6-1/b.50
Soslau, E. (2015). Student-teachers’ emotional needs and dichotomous problem-solving: non-cognitive root causes of teaching and learning problems. Educational Action Research, 24(4), 479-502. doi: 10.1080/09650792.2015.1072052
Svinicki, M. (2017). From Keller’s MVP Model to Faculty Development Practice. New Directions For Teaching And Learning, 2017(152), 79-89. doi: 10.1002/tl.20270
Taylor, K. (2016). Diverse and Critical Perspectives on Cognitive Development Theory. New Directions For Student Services, 2016(154), 29-41. doi: 10.1002/ss.20173
Thompson, G., & Woodman, K. (2018). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal Of Teacher Education, 1-18. doi: 10.1080/1359866x.2018.1498062
Zabrina-Anyagre, J., & Addo, S. (2017). Examining the Effect of Teacher Qualification, Teacher Experience and School Location on Teacher Efficacy and Learning Environments. International Journal Of Innovative Research And Development, 6(9). doi: 10.24940/ijird/2017/v6/i9/sep17102
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
