Assistant Professor of Organizational Development and Change Honorary Research Fellow at International Centre for Coaching Psychology Research Associate Editor of Journal of Constructivist Psychology
In the chapter How to integrate coaching into teacher training programs authors Nikoleta Gutvajn ... more In the chapter How to integrate coaching into teacher training programs authors Nikoleta Gutvajn and Jelena Pavlović introduce an approach to teachers’ professional development that combines traditional training with coaching as an intervention. In the first part of the chapter, the authors elaborate on the differences between the terms professional development, training and coaching. The authors also articulate some of the guiding principles for integrating coaching into teacher training programs. A model of integration of training and coaching is exemplified with an accredited professional development program in Serbia. Finally, the authors offer some concluding remarks regarding integrating coaching into teacher training programs.Collection name: LIBRARY "PEDAGOGICAL THEORY AND PRACTICE" 5
This paper reports the results of research into teachers’ implicit theories of creativity. The im... more This paper reports the results of research into teachers’ implicit theories of creativity. The implicit theories of creativity held by teachers may influence their educational practice and attitude toward students’ creativity and its development. The participants were 144 primary school teachers from Serbia. The teachers were administered a questionnaire that included an open ended question asking them to define creativity. The teachers’ responses were then qualitatively analyzed in line with the Four P’s model of creativity. The most frequent responses belonged to the category of the creative person, followed by those responses that pointed to the creative process. The creative person was described in terms of personality, ability, motivation, talent and giftedness, as well as knowledge. The creative process included cognitive, expressive, practical and imaginative aspects. The implicit individualism in teachers’ theories of creativity is discussed in the light of nurturing student...
Coaching as an organizational practice has been gaining popularity in the past couple of decades,... more Coaching as an organizational practice has been gaining popularity in the past couple of decades, although its grounding in academic psychology has not followed accordingly. There has been an increase in theoretical elaborations with the aim of mapping the principles, operating models and tools and techniques in coaching psychology. One of the repeating themes in research about coaching psychology has been a need for expanding the evidence base. The aim of this paper is to review scholarly literature on coaching outcomes and coaching process. More specifically, the answers to the following questions are raised: (1) does coaching work; (2) how does it work: what are the specific aspects of the coaching process that bring most value. To answer these questions quantitative studies of coaching effectiveness as well as qualitative process studies were examined. Overview of systematic reviews and meta-analyses points to generally positive coaching outcomes, but also to a need for more studies of coaching effectiveness. Findings of the process research point to the general interest in the turning points in coaching. Both in individual and group coaching moments of learning and moments of action were found to be key aspects of the coaching process, while supporting team goal setting and creating measures of team success were singled out as crucial aspects of the team coaching process.
The field of team coaching has been a prominent one in the discourse of business practice and org... more The field of team coaching has been a prominent one in the discourse of business practice and organizational life. However, this expansion of a new genre of psychological practice has not been equally followed in the academic discourse of psychology. In this paper an integrative framework of constructivist team coaching psychology is offered. Three psychological perspectives – personal and relational constructivist, systemic, and solution-focused – are elaborated as a basis for an integrative approach to team coaching. In the first part of the paper, current conceptual understandings of team coaching are reviewed. In the second part of the paper, three psychological perspectives on team coaching are presented, including their principles, models and techniques. Finally, a platform for an integrative team coaching psychology is offered. The three approaches provide a comprehensive platform for understanding teams and facilitating change in teams. Personal and relational construct psychology brings its robust theory of change that translates very well into the project of changing teams. A systemic approach to team coaching provides a rich resource for conceptualizing possible content areas in working with teams, and stresses the importance of disrupting teams so they learn how to adapt to wider systemic changes. The solution-focused approach to team coaching brings its simple methodology of facilitating incremental changes in appreciative ways. The proposed integration contributes to the theoretical elaboration of constructivist approaches to team coaching, as well as to innovating the practice of team coaches who may find the constructivist integrative approach an inspiring resource for developing teams.
Књига се бави, студиозно и критички, концепцијским проблемима и теоријским приступима образовању ... more Књига се бави, студиозно и критички, концепцијским проблемима и теоријским приступима образовању наставника, настојећи да те проблеме класификује, уђе у њихову суштину и прегледно их прикаже. Реч је о збирци радова који у фокусу разматрања имају проблеме различитог обима и врсте, који се разматрају из различитих углова, али се неки проблеми и термини, као врста лајт мотива, јављају у свим радовима: имплицитне теорије, рефлексивна пракса, развој. То су управо они појмови без којих је данас немогуће рећи било шта релевантно о образовању и професионалном развоју наставника.
ABSTRACT Prikazani su rezultati ispitivanja implicitnih teorija kreativnosti nastavnika jedne ško... more ABSTRACT Prikazani su rezultati ispitivanja implicitnih teorija kreativnosti nastavnika jedne škole. Istraživanje je imalo za cilj razumevanje nastavničkih uverenja o kreativnosti i njenom razvoju. Korišćena je metodologija studije slučaja, u kojoj su kombinovani kvalitativni i kvantitativni podaci. U prvoj fazi istraživanja primenjen je upitnik, a udrugoj je organizovana fokus grupa. Rezultati prve fazeukazuju da se kreativnost vidi kao kreativna osoba, dok su manifestacije kreativnosti na osnovnoškolskom uzrastu češće viđene kao kreativni proces. Doprinos škole razvoju kreativnosti učenika vidi se najviše u nastavnim i vananstavnim aktivnostima. Rezultati druge faze potvrđuju ključnu ulogu nastavnika u podsticanju kreativnosti, ali upućuju na niz prepreka, koje se odnose na ograničavajući nastavni plan i program, nedovoljna materijalna i finansijska sredstva i nedovoljno ili neadekvatno vrednovanje kreativnosti u društvu. Rad ukazuje na mogućnosti za definisanje pravaca daljeg razvoja implicitnih teorija kreativnosti ka uvažavanju različitih gledišta i izgrađivanju razvojnih shvatanja kreativnosti.
The phrase “learning society” has been used in the recent decades to denote a shift towards a new... more The phrase “learning society” has been used in the recent decades to denote a shift towards a new type of society which demands from its citizens to continuously update their personal and professional selves. One of the technologies of the learning society has been found in coaching. In this paper we elaborate a framework of coaching based on the principles of constructivist psychology. We argue that constructivist psychology has incorporated principles of coaching even before the term “coaching” gained wider attention. Moreover, we point to differences and similarities between constructivist coaching and constructivist counselling and psychotherapy. We propose a model of constructivist coaching and outline its main principles and stages. In conslusion, we point out that constructivist coaching is a successful merger of change and learning theories, which makes it suitable for facilitating sustainable personal and professional development in the learning society.
The aim of this paper is to experiment with possible answers to a demanding question: What is th... more The aim of this paper is to experiment with possible answers to a demanding question: What is the future for young constructivist scholars? Anticipating the future of a discipline is not an easy task. Even harder is to offer personal visions of the future as some sort of a guide for young scholars. That is why I chose a propositional approach to the outlined topic. In other words, I reformulated the initial question into an experiment with possible futures for constructivist psychology. In the first part of the paper the basic idea of future thinking and scenario methodology is briefly sketched. In line with the ideas of scenario methodology, two possible trends for psychology in general are identified: (a) marketization, and (b) unification. Based on these trends, four scenarios for constructivist psychology are constructed. The implications of each scenario are discussed as a starting point for strategic conversations about the future of constructivist psychology.
The aim of this paper is to investigate implicit theories of educational researchers on creativit... more The aim of this paper is to investigate implicit theories of educational researchers on creativity and the potential to support creativity in schools. We used qualitative thematic analysis of material produced by 27 educational experts from Serbia. Personal explicit theories about manifestations of creativity are mainly based on qualities and behavior of a creative person, while there are notable differences in manifestations of creativity at different ages. There is a prevalent belief that the school can contribute to the development of creativity to a large extent. The paper broadens the field of investigation into implicit theories on creativity, from exploring the creative personality to a developmental dimension of creativity and to the possibilities of supporting creativity in the school setting
There has been a significant increase in the research interest for the discursive and narrative a... more There has been a significant increase in the research interest for the discursive and narrative approaches over the last two decades. Currently, these approaches hold a leading position within qualitative research methods. Philosophical and theoretical assumptions underlying these approaches have been discussed in this paper from their very foundations to the conceptual considerations and introduction of the basic characteristics of particular types of discourse and narrative analysis. A special attention has been paid to the discursive psychology, the Foucauldian discourse analysis, the archeology of knowledge and the life story research. This text represents one of many interpretations of targeted methods of the new paradigm.
A usual way of thinking about the relationship between personal construct psychology (PCP) and so... more A usual way of thinking about the relationship between personal construct psychology (PCP) and social constructionism (SC) is treating them as two separate entities that are similar in some aspects, but also very different in others. This paper aims at exploring some of the possible implications of reframing the relationship between PCP and SC. I point to two important implications: treating PCP as a discourse and adding a new metaphor of the person. Finally, I argue that the invitation to reframe the relationship between PCP and SC extends both approaches and offers more than each of them alone. On one hand, it extends and enriches SC theory and points to benefits of applying the PCP “toolkit” to constructionist therapy and research. On the other hand, proposed reframing contributes to PCP theory and points to new ways of addressing social construction in therapeutic conversations.
International Journal of Creativity and Problem Solving
This paper reports results of research into teachers’ implicit theories of creativity. Implicit t... more This paper reports results of research into teachers’ implicit theories of creativity. Implicit theories of creativity held by teachers may influence their educational practice and attitude toward students’ creativity and its development. Participants were 144 primary school teachers from Serbia. Teachers were administered a questionnaire that included an open ended question asking them to define creativity. Teachers’ responses were qualitatively analyzed in line with the Four P’s model of creativity. The most frequent responses belonged to the category of the creative person, followed by the responses that pointed to the creative process. The creative person was described in terms of personality, ability, motivation, talent and giftedness, as well as knowledge. The creative process included cognitive, expressive, practical and imaginative aspects. The implicit individualism in teachers’ theories of creativity is discussed in light of nurturing student creativity at school.
In the chapter How to integrate coaching into teacher training programs authors Nikoleta Gutvajn ... more In the chapter How to integrate coaching into teacher training programs authors Nikoleta Gutvajn and Jelena Pavlović introduce an approach to teachers’ professional development that combines traditional training with coaching as an intervention. In the first part of the chapter, the authors elaborate on the differences between the terms professional development, training and coaching. The authors also articulate some of the guiding principles for integrating coaching into teacher training programs. A model of integration of training and coaching is exemplified with an accredited professional development program in Serbia. Finally, the authors offer some concluding remarks regarding integrating coaching into teacher training programs.Collection name: LIBRARY "PEDAGOGICAL THEORY AND PRACTICE" 5
This paper reports the results of research into teachers’ implicit theories of creativity. The im... more This paper reports the results of research into teachers’ implicit theories of creativity. The implicit theories of creativity held by teachers may influence their educational practice and attitude toward students’ creativity and its development. The participants were 144 primary school teachers from Serbia. The teachers were administered a questionnaire that included an open ended question asking them to define creativity. The teachers’ responses were then qualitatively analyzed in line with the Four P’s model of creativity. The most frequent responses belonged to the category of the creative person, followed by those responses that pointed to the creative process. The creative person was described in terms of personality, ability, motivation, talent and giftedness, as well as knowledge. The creative process included cognitive, expressive, practical and imaginative aspects. The implicit individualism in teachers’ theories of creativity is discussed in the light of nurturing student...
Coaching as an organizational practice has been gaining popularity in the past couple of decades,... more Coaching as an organizational practice has been gaining popularity in the past couple of decades, although its grounding in academic psychology has not followed accordingly. There has been an increase in theoretical elaborations with the aim of mapping the principles, operating models and tools and techniques in coaching psychology. One of the repeating themes in research about coaching psychology has been a need for expanding the evidence base. The aim of this paper is to review scholarly literature on coaching outcomes and coaching process. More specifically, the answers to the following questions are raised: (1) does coaching work; (2) how does it work: what are the specific aspects of the coaching process that bring most value. To answer these questions quantitative studies of coaching effectiveness as well as qualitative process studies were examined. Overview of systematic reviews and meta-analyses points to generally positive coaching outcomes, but also to a need for more studies of coaching effectiveness. Findings of the process research point to the general interest in the turning points in coaching. Both in individual and group coaching moments of learning and moments of action were found to be key aspects of the coaching process, while supporting team goal setting and creating measures of team success were singled out as crucial aspects of the team coaching process.
The field of team coaching has been a prominent one in the discourse of business practice and org... more The field of team coaching has been a prominent one in the discourse of business practice and organizational life. However, this expansion of a new genre of psychological practice has not been equally followed in the academic discourse of psychology. In this paper an integrative framework of constructivist team coaching psychology is offered. Three psychological perspectives – personal and relational constructivist, systemic, and solution-focused – are elaborated as a basis for an integrative approach to team coaching. In the first part of the paper, current conceptual understandings of team coaching are reviewed. In the second part of the paper, three psychological perspectives on team coaching are presented, including their principles, models and techniques. Finally, a platform for an integrative team coaching psychology is offered. The three approaches provide a comprehensive platform for understanding teams and facilitating change in teams. Personal and relational construct psychology brings its robust theory of change that translates very well into the project of changing teams. A systemic approach to team coaching provides a rich resource for conceptualizing possible content areas in working with teams, and stresses the importance of disrupting teams so they learn how to adapt to wider systemic changes. The solution-focused approach to team coaching brings its simple methodology of facilitating incremental changes in appreciative ways. The proposed integration contributes to the theoretical elaboration of constructivist approaches to team coaching, as well as to innovating the practice of team coaches who may find the constructivist integrative approach an inspiring resource for developing teams.
Књига се бави, студиозно и критички, концепцијским проблемима и теоријским приступима образовању ... more Књига се бави, студиозно и критички, концепцијским проблемима и теоријским приступима образовању наставника, настојећи да те проблеме класификује, уђе у њихову суштину и прегледно их прикаже. Реч је о збирци радова који у фокусу разматрања имају проблеме различитог обима и врсте, који се разматрају из различитих углова, али се неки проблеми и термини, као врста лајт мотива, јављају у свим радовима: имплицитне теорије, рефлексивна пракса, развој. То су управо они појмови без којих је данас немогуће рећи било шта релевантно о образовању и професионалном развоју наставника.
ABSTRACT Prikazani su rezultati ispitivanja implicitnih teorija kreativnosti nastavnika jedne ško... more ABSTRACT Prikazani su rezultati ispitivanja implicitnih teorija kreativnosti nastavnika jedne škole. Istraživanje je imalo za cilj razumevanje nastavničkih uverenja o kreativnosti i njenom razvoju. Korišćena je metodologija studije slučaja, u kojoj su kombinovani kvalitativni i kvantitativni podaci. U prvoj fazi istraživanja primenjen je upitnik, a udrugoj je organizovana fokus grupa. Rezultati prve fazeukazuju da se kreativnost vidi kao kreativna osoba, dok su manifestacije kreativnosti na osnovnoškolskom uzrastu češće viđene kao kreativni proces. Doprinos škole razvoju kreativnosti učenika vidi se najviše u nastavnim i vananstavnim aktivnostima. Rezultati druge faze potvrđuju ključnu ulogu nastavnika u podsticanju kreativnosti, ali upućuju na niz prepreka, koje se odnose na ograničavajući nastavni plan i program, nedovoljna materijalna i finansijska sredstva i nedovoljno ili neadekvatno vrednovanje kreativnosti u društvu. Rad ukazuje na mogućnosti za definisanje pravaca daljeg razvoja implicitnih teorija kreativnosti ka uvažavanju različitih gledišta i izgrađivanju razvojnih shvatanja kreativnosti.
The phrase “learning society” has been used in the recent decades to denote a shift towards a new... more The phrase “learning society” has been used in the recent decades to denote a shift towards a new type of society which demands from its citizens to continuously update their personal and professional selves. One of the technologies of the learning society has been found in coaching. In this paper we elaborate a framework of coaching based on the principles of constructivist psychology. We argue that constructivist psychology has incorporated principles of coaching even before the term “coaching” gained wider attention. Moreover, we point to differences and similarities between constructivist coaching and constructivist counselling and psychotherapy. We propose a model of constructivist coaching and outline its main principles and stages. In conslusion, we point out that constructivist coaching is a successful merger of change and learning theories, which makes it suitable for facilitating sustainable personal and professional development in the learning society.
The aim of this paper is to experiment with possible answers to a demanding question: What is th... more The aim of this paper is to experiment with possible answers to a demanding question: What is the future for young constructivist scholars? Anticipating the future of a discipline is not an easy task. Even harder is to offer personal visions of the future as some sort of a guide for young scholars. That is why I chose a propositional approach to the outlined topic. In other words, I reformulated the initial question into an experiment with possible futures for constructivist psychology. In the first part of the paper the basic idea of future thinking and scenario methodology is briefly sketched. In line with the ideas of scenario methodology, two possible trends for psychology in general are identified: (a) marketization, and (b) unification. Based on these trends, four scenarios for constructivist psychology are constructed. The implications of each scenario are discussed as a starting point for strategic conversations about the future of constructivist psychology.
The aim of this paper is to investigate implicit theories of educational researchers on creativit... more The aim of this paper is to investigate implicit theories of educational researchers on creativity and the potential to support creativity in schools. We used qualitative thematic analysis of material produced by 27 educational experts from Serbia. Personal explicit theories about manifestations of creativity are mainly based on qualities and behavior of a creative person, while there are notable differences in manifestations of creativity at different ages. There is a prevalent belief that the school can contribute to the development of creativity to a large extent. The paper broadens the field of investigation into implicit theories on creativity, from exploring the creative personality to a developmental dimension of creativity and to the possibilities of supporting creativity in the school setting
There has been a significant increase in the research interest for the discursive and narrative a... more There has been a significant increase in the research interest for the discursive and narrative approaches over the last two decades. Currently, these approaches hold a leading position within qualitative research methods. Philosophical and theoretical assumptions underlying these approaches have been discussed in this paper from their very foundations to the conceptual considerations and introduction of the basic characteristics of particular types of discourse and narrative analysis. A special attention has been paid to the discursive psychology, the Foucauldian discourse analysis, the archeology of knowledge and the life story research. This text represents one of many interpretations of targeted methods of the new paradigm.
A usual way of thinking about the relationship between personal construct psychology (PCP) and so... more A usual way of thinking about the relationship between personal construct psychology (PCP) and social constructionism (SC) is treating them as two separate entities that are similar in some aspects, but also very different in others. This paper aims at exploring some of the possible implications of reframing the relationship between PCP and SC. I point to two important implications: treating PCP as a discourse and adding a new metaphor of the person. Finally, I argue that the invitation to reframe the relationship between PCP and SC extends both approaches and offers more than each of them alone. On one hand, it extends and enriches SC theory and points to benefits of applying the PCP “toolkit” to constructionist therapy and research. On the other hand, proposed reframing contributes to PCP theory and points to new ways of addressing social construction in therapeutic conversations.
International Journal of Creativity and Problem Solving
This paper reports results of research into teachers’ implicit theories of creativity. Implicit t... more This paper reports results of research into teachers’ implicit theories of creativity. Implicit theories of creativity held by teachers may influence their educational practice and attitude toward students’ creativity and its development. Participants were 144 primary school teachers from Serbia. Teachers were administered a questionnaire that included an open ended question asking them to define creativity. Teachers’ responses were qualitatively analyzed in line with the Four P’s model of creativity. The most frequent responses belonged to the category of the creative person, followed by the responses that pointed to the creative process. The creative person was described in terms of personality, ability, motivation, talent and giftedness, as well as knowledge. The creative process included cognitive, expressive, practical and imaginative aspects. The implicit individualism in teachers’ theories of creativity is discussed in light of nurturing student creativity at school.
This workshop offers a fresh perspective on coaching based on the principles of constructivist ps... more This workshop offers a fresh perspective on coaching based on the principles of constructivist psychology, which assumes that all persons are scientists formulating hypotheses about the self in everyday experiments they undertake. Workshop participants will be guided through the case stories that illustrate the application of the constructivist coaching framework. Assessment reports and transcript extracts from the coaching sessions will be used to illustrate the main “scenes” and elaborate on the key aspects of the coaching process. Through these case stories workshop participants will learn about the art and science of designing fruitful experiments that result in change of self-theories
Strong efforts have recently been made in various therapeutic approaches to adapt their clinical ... more Strong efforts have recently been made in various therapeutic approaches to adapt their clinical procedures and become more suitable for working with healthy and high achieving persons. The main argument of this paper is that Personal Construct Psychology (PCP) stood for a coaching psychology long before the term ‘coaching’ gained popularity. Therefore, a move from Personal Construct Therapy (PCT) to Personal Construct Coaching (PCC) represents a move towards its roots, rather than adaptation to new market demands. In this paper, the main principles of PCC are elaborated and a general framework for practitioners is provided. The paper includes a discussion on key metaphors of the role of the coach and the coachee, the coaching relationship and the reconstruction as a coaching goal. Stages with supporting techniques in PCC are proposed as procedures for reconstruction of personal and organisational stories. In concluding reflections we contemplate upon the benefits of a personal construct psychology framework for coaching.
"Istraživački projekat predstavljen u ovoj monografiji predstavlja vredan doprinos pedagoškoj nau... more "Istraživački projekat predstavljen u ovoj monografiji predstavlja vredan doprinos pedagoškoj nauci i obrazovnoj praksi. Sagledavanje prošlosti i vizije budućnosti obrazovanja u našoj zemlji iz perspektive ključnih aktera obrazovanja predstavlja izuzetno složenu i dinamičnu problematiku koja se ne sme zaobići prilikom kreiranja budućih obrazovnih politika. Primena metodologije scenarija, kao aktuelnog i inovativnog istraživačkog pristupa u proučavanju pravaca razvoja obrazovanja, biće inspirativna ne samo za naučnu i stručnu javnost, već i za širu čitalačku publiku.
Dr Vera Spasenović
(iz recenzije)
Teorijska i metodološka zasnovanost projekta, korišćenje pouzdanih izvora pri oceni stanja u obrazovnom sistemu i niz zanimljivih i dobro protumačenih rezultata ukazuju da je autorski tim izveo istraživanje koje bi moglo da pokrene nove ideje i način njihove realizacijhe u promenama obrazovnog sistema. Dobar stil pisanja i jasnoća u prikazivanju rezultata, kao i savremena literatura uz svaki prilog, dodatne su vrednosti ove studije.
Knjiga se bavi, studiozno i kritički, koncepcijskim problemima i teorijskim pristupima obrazovanj... more Knjiga se bavi, studiozno i kritički, koncepcijskim problemima i teorijskim pristupima obrazovanju nastavnika, nastojeći da te probleme klasifikuje, uđe u njihovu suštinu i pregledno ih prikaže. Reč je o zbirci radova koji u fokusu razmatranja imaju probleme različitog obima i vrste, koji se razmatraju iz različitih uglova, ali se neki problemi i termini, kao vrsta lajt motiva, javljaju u svim radovima: implicitne teorije, refleksivna praksa, razvoj. To su upravo oni pojmovi bez kojih je danas nemoguće reći bilo šta relevantno o obrazovanju i profesionalnom razvoju nastavnika.
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Dr Vera Spasenović
(iz recenzije)
Teorijska i metodološka zasnovanost projekta, korišćenje pouzdanih izvora pri oceni stanja u obrazovnom sistemu i niz zanimljivih i dobro protumačenih rezultata ukazuju da je autorski tim izveo istraživanje koje bi moglo da pokrene nove ideje i način njihove realizacijhe u promenama obrazovnog sistema. Dobar stil pisanja i jasnoća u prikazivanju rezultata, kao i savremena literatura uz svaki prilog, dodatne su vrednosti ove studije.
(Prof. dr Sulejman Hrnjica)
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Dr Lidija Radulović
(iz recenziije)