The Teacher Ascoach Approach: Pedagogical Choices for Management Educators

Abstract

In this article, the authors describe their experiences of in corporating coaching behaviors into their practices as management educators. They define coaching in the classroom environment as working with students to develop their self-awareness and capacity for self-discovery, while motivatingthem to begin a process of continuous learning and development. They describe three key elements of the role of the teacher as coach: relationship building, increasing students’ self-discovery and self-knowledge through co-inquiry, and combining theory with practice via a pragmatic orientation. Two pedagogical choices that the teacher as coach needs to manage when working with students are elaborated.