The relationship of cognitive coaching to years of teaching experience and to teacher reflective thought
Educational reform has acknowledged the need to help teachers grow professionally for several years. The notion of teachers working cooperatively with other teachers is documented in supervision literature. Within this realm, coaching is viewed as positively impacting on the implementation of skills acquired in training settings and general, continuous professional development. Reasoning for the adoption of cognitive coaching, defined in the context of Costa and Garmston's (1994) Renaissance Schools, by public school districts is presented. This study was designed to explore the effect of cognitive coaching and years of teaching experience on teacher reflective thought practices in the four areas of planning, teaching, analyzing and evaluating, and applying. As a result of this study, no statistically significant effect was found between the effect of cognitive coaching and years of teaching experience on teacher reflective thought. When examining the effect of cognitive coaching training on the four areas of reflective thought, there was no was no statistically significant effect of cognitive coaching training on the two factors of planning and teaching while there was a statistically significant effect of cognitive coaching training on the analyzing and evaluating, and applying factors.