Professional Development Model for English Language Teachers Using Coaching and Mentoring Process

Abstract

This study aimed to develop professional development model for English language teachers in Thailand using coaching and mentoring process. The model development was based on the data from the after action review and the document analysis.   A focus group and a semi-structured interview were used to obtain feedback and suggestions on the developed model by 12 experts. The model was used for developing English teachers in Coupon for Teacher Development Project, fiscal year 2016. The instruments used in the study included questions for after action review, elements of the coaching and mentoring process analysis form, elements of the characteristics of good coach and mentor analysis form, focus group questions, semi-structured interview questions, teachers performance Evaluation Form, teachers' learning log and learning outcomes record form. Data analysis was done by content analysis.

           It was found that the origin of the model’s name, 4 As Model, came from the acronym of its 4 stages which consisted of Analysis of Context, Aims and Plan, Action and Assessment. The principles that coaches and mentors must strictly abide during Action process were 1) Kalyanamitt (being a good friend) 2) Reflection 3) Options 4) Power Questions and 5) Feedback. Good coaches and mentors possessed the following qualities 1) Having English language teaching expertise 2) Having a good personality 3) Having effective communication skills 4) experienced and well-known and 5) Having enthusiasm and motivation skills. Key success factors for the use of the 4 As Model were the continuous follow-up, the realization of the importance of professional development, the policy and motivation for teacher professional development and the good school management system. The school leaders should encourage teachers to apply what they learned from the training to the classroom.