Abstract:

There is a revolutionary change in the field of education in order to be able to adjust to the results of globalization. Rogers' (1951) humanistic psychology view is supported by the need to focus the student on the training experts. It is clear that this process of change in the field of education will be able to sustainable solutions as long as students are focused on their development and lifelong learning conditions. Because in the age we are in, it is necessary to make students the center of the educational system as an autonomous individual. In this case, in addition to the student’s success, it is inevitable to apply to new practices to develop and support it both cognitive and personally. One of the new approaches that can be brought to the field of education from this point is to support students through cognitive coaching practices. The core mission of cognitive coaching is to train independent individuals with their cognitive capacity, who are able to perform high performance as both independent and a member of a community and who are able to make their own decisions by themselves. The benefit of cognitive coaching in the framework of the renewal movements in the educational system is of importance for the development of students at the point of discovery of their own and the other. When studies were conducted in this field, it was found that cognitive coaching was mostly applied to teachers, and the studies were found to try to determine the development of teachers in the educational environment and the student's development. In addition, it has been revealed that the studies applied to the student are quite limited and it is believed that the detailed explanation of this concept will contribute to the field and the frequency of use in the student context will increase.

Abstract:

There are revolutionary changes in the field of education to keep up with the benefits of globalization. The necessity of taking the learner to the center within the framework of Roger’s (1951) humanistic psychology is also supported by educationalists. It is clear that permanent solutions may be reached only if necessary support is given to the students for their cognitive-personal growth and lifelong learning process. Students should be on the focus of the educational system as autonomous individuals. Thus it is inevitable to apply new technics in educational settings not only to increase students’ achievement but also support them cognitively and personally. Therefore, cognitive coaching is foreground as one of the new support technics for students growth in educational settings. The initial mission of cognitive coaching is to enhance one’s ability to display high level of performance as autonomous individuals in terms of self-directedness and holonomy. Utilizing cognitive coaching in terms of innovation in educational settings becomes more of an issue on enhancing one’s own and another’s resourcefulness. Examining the research on the current field, it is observed that there is a number of research in which cognitive coaching was applied to teachers and the results were examined on behalf of educational system and students. However it is also investigated that there are few studies which observed the direct effects of cognitive coaching on students applying it to them. Hence by the help of this literature synthesis study it is thought that cognitive coaching practices on students will mount up and it will contribute to the field accordingly.

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