Literature review of coaching in education: From ‘knowing to doing’ 

Published: 2019

Coaching is increasingly used for the professional development (PD) of educators because it has been shown to be an eff ective means of turning ‘knowing to doing’ in the classroom and improving learner outcomes (Kraft and Blazar 2018; Connor 2017; Piper et al. 2018; Cilliers et al. 2018; Kotze et al. 2019). By contrast, traditional professional development of educators through workshops or lectures by experts, lasting from anywhere between half-a-day and a week, is less eff ective in changing instructional practices and improving learner achievement (Darling-Hammond et al. 2017; Kotze et al. 2019).