{"id":5117,"date":"2019-09-23T22:28:04","date_gmt":"2019-09-23T22:28:04","guid":{"rendered":"http:\/\/abpcoaching.com\/?page_id=5117"},"modified":"2025-03-04T19:22:44","modified_gmt":"2025-03-04T19:22:44","slug":"publicacoes","status":"publish","type":"page","link":"https:\/\/www.abpcoaching.com\/en\/publicacoes\/","title":{"rendered":"PUBLICATIONS"},"content":{"rendered":"
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What do coaches actually do to learn and develop? A qualitative exploration of the development narratives of experienced coaches – Stephen Burt, Duminda Rajasinghe, Bob Garvey, Alexandra Barosa-Pereira, David Clutterbuck. International Journal of Evidence Based Coaching and Mentoring 2024, Vol. 22(2), pp.80-97. DOI: 10.24384\/a16t-f341<\/a><\/h5>\n

Abstract:
\nCoach development is an under-researched phenomenon and our understanding of how coaches learn and develop is therefore limited. The current discourse of coach development is largely framed by professional bodies who have a stake, to varying degrees, in the dominant paradigm. That paradigm is informed by linear stage models of learning and development which, we argue, do not fully address the diversity of coaches, their different developmental needs nor the range of paths they follow to become experienced coaches. To access that diversity, we explore coaches\u2019 experience of their development journey using Interpretative Phenomenological Analysis. We found no universal set of development activities with which coaches engage, but considerable commonality. Our study revealed that how coaches resource and support themselves, influences, and grounds their development. Life events impact professional growth and becoming a coach affects personal identity. Rather than the transmission and mastery of a pre-determined set of skills and knowledge, facility and investment in reflexive learning emerges as the key motor of coaching excellence.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t<\/div>\n<\/div>\n<\/div>\n\n

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What do coaches do that enables them to develop? – Alexandra Barosa-Pereira, <\/span>Duminda Rajasinghe, <\/span>Stephen Burt. AMED \u00b7 Jun 2, 2024. v29n1 2024 June<\/a><\/h5>\n

Quote:
\nWhen coaches meet, the discussion often turns to the practice of coaching: the things they are learning, what they are trying, and what is currently challenging them. Similarly, when coaches teach or supervise, they often learn from the insights and innovations of relative novice. And when coaches write about their practice, often their practice changes. These phenomena suggest a multi-faceted, socially interactive process driving and facilitating coaches\u2019 professional development. However, the dominant frames for thinking about coach development are competence frameworks that feel abstract rather than human. In parallel, most CPD promotes new models or approaches that focus on process and skill, rather than connecting with the diverse variety of ways in which coaches learn.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t<\/div>\n<\/div>\n<\/div>\n\n

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Innovative interpretative phenomenological analysis (IPA) approach in a coaching research project: implications for future qualitative coaching research and beyond – Rajasinghe, D., Garvey, B., Burt, S., Barosa-Pereira, A., & Clutterbuck, D. (2024). Coaching: An International Journal of Theory, Research and Practice<\/i>,\u00a017<\/i>(2), 301\u2013318. https:\/\/doi.org\/10.1080\/17521882.2024.2358771<\/a><\/h5>\n

Abstract:
\nThis paper discusses an innovative use of Interpretative Phenomenological Analysis (IPA) within a coach development research project. Since its introduction, key authors of IPA have been inviting researchers to innovate within the methodology. However, the response to the invitation has, to-date, been limited. In this paper, we address this absence by reflecting on the methodological choices within a recent global coaching study. This study is innovative compared to many IPA studies due to (a) the relatively large sample size; (b) involvement of multiple researchers and analysts; (c) researchers being part of the community and having direct experience of the phenomenon being investigated and (d) introduction of additional analytical steps. These individually and taken together within one project, provide a unique IPA research design. Our innovation facilitated a detailed account of the participants\u2019 experience and a clear research output with implications for practice and research. This novel approach to IPA may help improve the scholarly confidence to innovate within qualitative methodologies in general, but particularly within IPA studies. The benefits of our approach \u2013 such as richness and enhanced understanding of the diversity of the phenomenon \u2013 may encourage scholars to explore bolder research designs to uncover hidden phenomena.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t<\/div>\n<\/div>\n<\/div>\n\n

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On becoming a coach: Narratives of learning and development –\u00a0Rajasinghe, D.,\u00a0Garvey, B.,\u00a0 Smith, W.A.,\u00a0Burt, S.,\u00a0Barosa-Pereira, A.,\u00a0Clutterbuck, D.,\u00a0Csigas, Z. The Coaching Psychologist. <\/a>Vol 18 Issue 2.\u00a0<\/a>DOI:<\/span>\u00a0https:\/\/doi.org\/10.53841\/bpstcp.2022.18.2.4<\/a><\/h5>\n

Abstract:
\nCoach maturation: understanding the why, what and how has the potential to influence the coaching profession in its own journey of professionalisation. This paper seeks to provide some insight to how experienced coaches understand their own development processes. With a few exceptions, little has been published on coach development and the literature evidences its strong emphasis on client development leaving a vital knowledge gap in coaches\u2019 learning and development. This study aims to address this void by exploring experienced coaches\u2019 experience of their developmental journeys by employing Interpretative Phenomenological Analysis (IPA) as a research methodology. We purposively selected 46 experienced coaches and interviewed 32 using semi-structured interviews. The findings appeared as a series of narratives, nonlinear, and no logical sequence, it could be defined as \u2018messy\u2019. The narratives are: Vehicles of Development, Awareness, Letting Go, Ethical Practice and Characteristics of the Becoming of a Coach. These narratives collectively explain how coaches subjectively approach their often-unplanned development. The findings offer a unique research-based contribution to the literature on coach development with implications for coach education.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t<\/div>\n<\/div>\n<\/div>\n\n

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Coaching em Portugal \u2013 Teoria e Pr\u00e1tica \u2013 primeiro livro de Alexandra Barosa Pereira, lan\u00e7ado em 2007, pelas Edi\u00e7\u00f5es S\u00edlabo. Distinguido pela Mercer HR Consulting com o Pr\u00e9mio Distin\u00e7\u00e3o<\/h5>\n

Synopsis:
\nCoaching has definitely entered the modern vocabulary of companies and their human resources. Despite the increasing frequency, nationally and internationally, of publications and articles in newspapers or magazines on the subject - it has become commonplace for consulting companies to offer coaching services - the reality reveals that there are still many doubts about how coaching works, and many professionals have not even heard of coaching applied to human resources. In this book, in an accessible and straightforward language, the author exposes the answers that will allow the reader, in a practical way, to understand what coaching is, how it is done, who does it, and what it is done for.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t<\/div>\n<\/div>\n<\/div>\n\n

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Recursos Humanos – Das Teorias \u00e0s Boas Pr\u00e1ticas Editoras, de Viviana Meirinhos e Ester Vaz, lan\u00e7ado em 2010, pela Editorial Novembro. Alexandra Barosa Pereira com o artigo \u201cA pr\u00e1tica do coaching corporativo nas organiza\u00e7\u00f5es do s\u00e9c. XXI\u201d e o artigo \u201cCoaching em Portugal \u2013 evolu\u00e7\u00e3o das pr\u00e1ticas dos coaches\u201d em co-autoria<\/h5>\n

Synopsis:
\nThe management and development of people is a problem that today is recognized as central and transversal to all activities and contexts. The profound transformations of the social, economic, and financial system require a new vision of the concepts and theoretical and intervention models in Human Resources. This collection of articles, within the scope of Human Resource Management and Development, presents the current epistemological complexity of this area of knowledge, providing the reader with texts that combine research and theory with good professional practices.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t<\/div>\n<\/div>\n<\/div>\n\n

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Coaching \u2013 Ir mais longe c\u00e1 dentro, Autor ICF (International Coach Federation). Alexandra Barosa Pereira, autora do cap\u00edtulo \u201cMentor Coaching\u201d<\/h5>\n

Synopsis:
\n\"This book is unlike any other you've ever read on Coaching. It is written by 24 professional coaches, effective members of the ICF (International Coach Federation) - the international professional coaching community best known and prestigious worldwide -, as this community celebrates the 10th anniversary of its existence in Portugal (2006-2016).
\nMore than a repository of knowledge, it is a compilation of knowledge and shared experiences - a small treasure to be browsed and savored as and when you want. In these pages, you will find many (if not all) of the answers you are looking for about coaching.
\nWe want to make a contribution to a better world, a contribution made of hope. In people and the future.\"<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"What do coaches actually do to learn and develop? A qualitative exploration of the development narratives of experienced coaches - Stephen Burt, Duminda Rajasinghe, Bob Garvey, Alexandra Barosa-Pereira, David Clutterbuck. International Journal of Evidence Based Coaching and Mentoring 2024, Vol. 22(2), pp.80-97. DOI: 10.24384\/a16t-f341 Abstract: Coach development is an under-researched phenomenon and our understanding of [...]","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.abpcoaching.com\/en\/wp-json\/wp\/v2\/pages\/5117"}],"collection":[{"href":"https:\/\/www.abpcoaching.com\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.abpcoaching.com\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.abpcoaching.com\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.abpcoaching.com\/en\/wp-json\/wp\/v2\/comments?post=5117"}],"version-history":[{"count":35,"href":"https:\/\/www.abpcoaching.com\/en\/wp-json\/wp\/v2\/pages\/5117\/revisions"}],"predecessor-version":[{"id":6349,"href":"https:\/\/www.abpcoaching.com\/en\/wp-json\/wp\/v2\/pages\/5117\/revisions\/6349"}],"wp:attachment":[{"href":"https:\/\/www.abpcoaching.com\/en\/wp-json\/wp\/v2\/media?parent=5117"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}