Türk Akademik Yayınlar Dergisi (TAY Journal) 2618-589X Bayram TAY Teacher Education and Professional Development of Educators Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi Mesleki Gelişim Aracı Olarak Bilişsel Koçluk Yaklaşımı: İngilizce Öğretmenlerinin Eğitsel Becerilerinin Gelişiminin İncelenmesi Cognitive Coaching Approach as a Professional Development Tool: Examining the Development of Instructional Skills of English Language Teachers https://orcid.org/0000-0002-7406-3106 Pilevne Ceyda ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ https://orcid.org/0000-0003-3291-7879 Göker Süleyman Davut ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ 03 31 2026 10 1 53 98 11 18 2025 03 11 2026 Copyright © 2017, Türk Akademik Yayınlar Dergisi (TAY Journal) 2017 Türk Akademik Yayınlar Dergisi (TAY Journal)

Yapılandırmacı yaklaşımla birlikte değişen eğitim anlayışı, öğretmenler için farklı roller ve sorumluluk alanları tanımlamıştır. Bu bağlamda, öğretmenlerin günümüz eğitim sisteminde ortaya çıkan değişimlere uyum sağlayabilmeleri için mesleki gelişimlerini ve eğitsel becerilerini geliştirmelerini sağlayacak çağdaş denetim uygulamalarıyla desteklenmeleri oldukça önemli hale gelmiştir. Bu çalışma, çağdaş denetim uygulamalarından bilişsel koçluk yaklaşımına odaklanmakta ve bilişsel koçluğun İngilizce öğretmenlerinin eğitsel becerilerinin geliştirilmesinde işlevsel bir kaynak olarak kullanılıp kullanılamayacağını keşfetmeyi amaçlamaktadır. Bu amaç kapsamında, Çanakkale’de özel bir okulda farklı kademelerde çalışan on beş İngilizce öğretmenine 2022-2023 öğretim yılı güz dönemi boyunca on dört haftalık Bilişsel Koçluk eğitim programı uygulanmıştır. Bu araştırma, ön/son test desenine dayalı tek durum çalışması olup, araştırma yöntemi olarak nitel ve nicel analizlerin her ikisini de içeren iç içe geçmiş karma yöntem kullanılmıştır. Çalışmanın veri tabanı, nicel veri toplama aracı olarak kullanılan Ders Sonrası Öz Değerlendirme Ölçeği ile elde edilen nicel veriler ve nitel veri toplama aracı olarak kullanılan koçla yapılan bireysel görüşmelerin ses kayıtları, her bir öğretmenden alınan ders video kayıtları ve bilişsel koçluk eğitimi değerlendirme formu ile elde edilen nitel veriler kullanılarak yapılandırılmıştır. Araştırma sonuçları, bilişsel koçluğun öğretmenlerin eğitsel becerilerinin geliştirilmesinde etkili bir kaynak olduğunu göstermekte ve güçlü bir denetim aracı olarak kullanılabileceğini önermektedir.

The changing conception of education with the constructivist approach has remarked different roles and domains of responsibility for teachers. In this context, it has become very significant for teachers to be supported with contemporary supervision practices that enable them to improve their professional development and instructional skills in order to adjust to the changes that have emerged in today’s education system. This study focuses on the cognitive coaching approach from contemporary supervision practices and aims to discover whether cognitive coaching approach can be used as a functional source in the development of instructional skills of English teachers. Within this scope, a fourteen-week Cognitive Coaching training program was implemented for fifteen English teachers working at different levels in a private school in Çanakkale during the fall semester of the 2022-2023 academic year. This research is a single case study based on a pre/post-test design and an embedded mixed method involving both qualitative and quantitative analysis was used as the research method. The database of the study was structured through the “Self-Assessment Tool for Post-Lesson Reflection” used as a quantitative data collection tool and audio recordings of individual interviews with the coach, video recordings of lessons taken from each teacher and data obtained with the cognitive coaching training evaluation form used as a qualitative data collection tool. The results of the research indicate that cognitive coaching is an effective source in the development of teachers’ instructional skills and suggest that cognitive coaching can be used as a powerful supervision tool.

 Cognitive coaching instructional skills professional development supervision practices. Bilişsel koçluk eğitsel beceriler mesleki gelişim denetim yaklaşımları. Abersek, B. (2017, September 13-14). Evolution of competences for new era or education 4.0. [Paper presentation]. The XXV Conference of Czech Educational Research Association (CERA/ČAPV), Czechia. Avant, R. C. (2012). Instructional coaching and emotional intelligence. Mills College. Batt, G. E. (2010). Cognitive coaching: A critical phase in professional development to implement sheltered instruction. Teaching and Teacher Education, 26(3), 997-1005. https://doi.org/10.1016/j.tate.2009.10.042 Beltman, S. (2009). Educators’ motivation for continuing professional learning. Issues in Educational Research, 19(3), 193-211. Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. The Elementary School Journal, 111(1), 7–34. https://doi.org/10.1086/653468. Bjerken, K. (2013). Building self-directed teachers: A case study of teachers’ perspectives of the effects of cognitive coaching on professional practices. [Unpublished doctoral dissertation]. Minnesota State University. Bloom, G., Castagna C., & Warren B. (2003). More than mentors: Principal coaching. Leadership, 32(5), 20-23. Borman, J., & Feger, S. (2006). Instructional coaching: Key themes from the literature. The Education Alliance at Brown University. Brooks, G. R. (2000). Cognitive coaching training for master teachers and its effects on student teachers’ ability to reflect on practice [Unpublished doctoral dissertation]. University of Southern California. Bulut, İ. (2009). Öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumlarının değerlendirilmesi (Dicle ve Fırat Üniversitesi örneği) [Evaluation of teacher candidates’ attitudes concerning teaching profession (Dicle and Firat University sample)]. Dicle University Journal of Ziya Gökalp Education Faculty, 14(2009), 13-24. Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum [A handbook of data analysis for the social sciences: Statistics, research design, SPSS applications, and ınterpretation]. Pegem. Carter, M., & Francis, R. (2001). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Teacher Education, 29(3), 249-262. https://doi.org/10.1080/13598660120091856 Ceylan, M. (2011). Bilişsel koçluk yöntemiyle öğretilen bilişsel farkındalık stratejilerinin öğrencilerin başarılarına, bilişsel farkındalık becerilerine ve tutumlarına etkisi [Studying effects of metacognitive strategy thought with cognitive coaching path on students’ achievements, their metacognitive skills and attitude]. (Publicaton No. 299748) [Master dissertation, Atatürk University]. National Thesis Center. Chang, D., Lee, C. D., & Wang, S.C. (2014). The influence of cognitive coaching on teaching reflection and teaching effectiveness: Taking teachers participating in formative teacher evaluation in elementary and secondary schools as examples. Journal of University of Taipei, 45(1), 61-80. Costa, A., & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools. Christopher-Gordon. Costa, A., & Garmston, R. (2014). Cognitive coaching seminars foundation training learning guide. Hawker Brownlow Education. Creswell, W.J. (2014). Research design qualitative, quantitative, and mixed methods approaches. Sage. Demir, Ö. (2009). Bilişsel koçluk yöntemiyle öğretilen bilişsel farkındalık stratejilerinin altıncı sınıf sosyal bilgiler dersinde öğrencilerin epistemolojik inançlarına, bilişsel farkındalık becerilerine, akademik başarılarına ve bunların kalıcılıklarına etkisi [The effect of metacognitive strategies instructed through cognitive coaching on students? Epistemological beliefs, metacognitive skills, academic achievement and the retention of these in 6th grade social studies course]. (Publication No. 228903) [Doctoral dissertation, ÇukurovaUniversity]. National Thesis Center. Demir, Ö., & Bal, A. P. (2011). Bilişsel koçluk yaklaşımının tezsiz yüksek lisans matematik bölümü öğrencilerinin görüşleri açısından incelenmesi [Cognitive approach to coaching students ma department of mathematics an investigation of feedback]. Electronic Journal of Social Sciences, 10(37), 224-243. Demir, Ö., & Doğanay, A. (2010). Bilişsel koçluk yöntemiyle öğretilen bilişsel farkındalık stratejilerinin altıncı sınıf sosyal bilgiler dersinde bilişsel farkındalık becerilerine ve kalıcılığa etkisi [The effect of metacognitive strategies instructed through cognitive coaching on the metacognitive skills and retention in 6th grade social studies lesson]. Elementary Education Online Dergisi, 9(1), 106-127. Denton, A. C., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational and Psychological Consultation, 19(2), 150-175. DeVellis, R. F. (2003). Scale development: Theory and applications. Sage. Dewey, J. (1984). The later works, 1925-1953. Southern Illinois University. Donnelly, R., & Fitzmaurice, M. (2011). Towards productive reflective practice in microteaching. Innovations in Education and Teaching International, 48(3), 335-346. https://doi.org/10.1080/14703297.2011.593709 Edwards, J. L. (2015). Cognitive coaching SM: A synthesis of the research. Center for Cognitive Coaching. Eger, K. A, (2006). Teachers’ perception of the impact of cognitive coaching on their teacher thinking and behaviors. [Unpublished doctoral dissertation]. University of Illinois. Ellison, J., & Hayes, C. (2009). Cognitive coaching. In J. Knight (Ed.), Coaching: Approaches and perspectives (pp. 70-90). Corwin. ELTE-DELP. (2014). Self-assessment tool for post-lesson reflection. Retrieved June 13, 2022 from http://delp.elte.hu/ETTstudentinfo.htm Göker, S. D. (2017). Reflective models in teacher supervision introduced by Education 4.0: The teacher in the mirror. Studies in Educational Research and Development, 1(1), 1-17. Göker, S. D. (2020). Cognitive coaching: A powerful supervisory tool to increase teacher sense of efficacy and shape teacher identity. Teacher Development, 24(4), 559-582. Göker, S. D. (2022). Reebooting teacher supervision in TEFL through instructional coaching. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 30(2), 1-17. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. School of Teaching and Curriculum Studies, 11(1), 33-49. Henry, A. G. (2012). Cognitive coaching: An examination of the reflective journaling of teacher candidates. [Unpublished doctoral dissertation]. Baylor University. Ingersoll R., & Strong M. (2011). The impact of induction and mentoring for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. Ishak, R., & Mansor, M. (2020). The relationship between knowledge management and organizational learning with academic staff readiness for education 4.0. Eurasian Journal of Educational Research, 85(4), 169-184. Joyce, B., & Showers, B. (2002). Student achievement through staff development. Association for Supervision and Curriculum Development. Katzenmeyer, M., & Moller, G. (2009). Awakening a sleeping giant: Leadership development for teachers. Corwin. Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945- 980. Kennedy, S. Y., & Smith, J. B. (2013). The relationship between school collective reflective practice and teacher physiological efficacy sources. Teaching and Teacher Education, 29(2), 132-143. http://dx.doi.org/10.1016/j.tate.2012.09.003 Knaebel, D. R. (2008). Exploring the experiences of a literacy coach in a reading first school in Indiana. [Unpublished doctoral dissertation]. Indiana State University. Knight, J. (2009). The big four: A simple and powerful framework to dramatically improve instruction. Strategram, 21(4), 1-7. Knowles, M., Swanson, R., & Holton, E. (2011). The adult learner: The definite classic in adult education and human resource development. Butterworth-Heinemann. Kpanja, E. (2002). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486. https://doi.org/10.1111/1467-8535.00215. Kretlow, A. G., & Bartholomev, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4) 279-299. https://doi.org/10.1177/0888406410371643. Lambert, L. (2002). The constructivist leader. Teachers College. Lin, C. J. (2012). The influence of cognitive coaching on the planning and use of instructional conversations, with a focus on mathematics instructions. [Unpublished doctoral dissertation]. University of Hawaii. Marable, M. A., & Raimondi, S. L. (2007). Teachers’ perceptions of what was most (and least) supportive during their first year of teaching. Mentoring & Tutoring: Partnership in Learning, 15(1), 25-37. https://doi.org/10.1080/13611260601037355 McCloy, D. (2011). Learning teaching reciprocal learning. [Unpublished doctoral dissertation]. Arizona State University. McLymont, E. F. (2000). Mediated learning through the coaching approach facilitated by Cognitive Coaching. [Unpublished doctoral dissertation]. University of Alberto. Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532-566 Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher and coach instructional leadership, and where should we go from here?. Educational Administration Quarterly, 49(2), 310-347. Nunnally, J. C. (1978). Psychometric theory. McGraw-Hill. Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage. Perfect, T. J., & Schwarts, B. L. (2002). Applied metacognition. Cambridge University. Pilevne, C. (2024). Bilişsel koçluğun İngilizce öğretmenlerinin öz-yeterlik gelişimine etkisi [The effect of cognitive coaching on the self-efficacy development of English teachers]. (Publication No. 895822) [Doctoral dissertation, Çanakkale Onsekiz Mart University]. National Thesis Center. Pollara, J. (2012). Peer coaching: teachers as leaders, teachers as learners. [Unpublished doctoral dissertation]. Saint Elizabeth University. Rich, P. C. (2013). Perceptions of cognitive coaching of alternatively certified reading teachers situated in two high poverty urban schools: A case study. [Unpublished doctoral dissertation]. University of West Florida. Rinaldi, L. (2013). The effects of learning about the five states of mind on elementary children in grades 3, 4 and 5. [Unpublished doctoral dissertation]. Fielding Graduate University. Schlosser, J. L. (1998). The impact of cognitive coaching on the thinking processes of elementary school teachers. [Unpublished doctoral dissertation]. Brigham Young University. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books. Sergiovanni, T. J., & Starrett, R. J. (2002). Supervision and redefinition. MC Graw-Hill. Skytt, J. K., Hauserman, C. P., Rogers, W. T., & Johnson, J. B. (2014). Cognitive coaching to build school leadership capacity: A case study in Alberta. Canadian Journal Education, 39(3), 74-93. Smith, M. C. (1997). Self- reflection as a means of increasing teacher efficacy through cognitive coaching. Fullerton. Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133-143. Sommers, W., & Costa, A. (1993). Bo Peep was wrong. NASSP Bulletin, 77(557), 110-113. Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3(2), 25-42. https://doi.org/10.5430/jct.v3n2p2 Ürün Göker, M., & Göker, S.D. (2021). Cognitive coaching: Developing teachers of English as self-directed Learners. Journal of Asian TEFL, 18(3), 875-890. Ürün Göker, M., & Göker, S.D. (2024). Impact of reflective coaching on development of teaching skills of the teacher candidates. European Journal of Education Studies, 3(10), 330-343. Van den Bergh, L., Ros, A., & Beijaard, D. (2015). Teacher learning in the context of a continuing professional development program: A case study. Teaching and Teacher Education, 47(3), 142-150. Van Veen, K., Zwart, R., & Meirink, J. (2012). What makes teacher professional development effective? In M. Kooy & Van Veen K. (Eds.), Teacher learning that matters, international perspectives. (pp. 3-21). Routledge. Wehby, J. H., Daniel M. Maggin, D. M., Moore Partin, T. C., & Robertson, R. (2012). The impact of working alliance, social validity, and teacher burnout on implementation fidelity of the good behavior game. School Mental Health, 4, 22-33. Winton, P. J., Snyder, P., & Goffin, S. (2015). Beyond the status quo: Rethinking professional development for early childhood teachers. In L. Couse & S. Recchia (Eds.), Handbook of early childhood teacher education (pp. 126-140). Routledge.