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PGCert, MA, MSc, PhD
Business and Management
Oxford Brookes Business School
Phone number: +44 (0) 1865 488449
Location: CLC.G.14, Clerici Building, Headington Campus
Peter teaches on the MA in Coaching & Mentoring Practice in the International Centre for Coaching and Mentoring Studies, as well as allied programmes and commercial activities.
Coaching and Mentoring Practice Fundamentals
Advanced Coaching and Mentoring Practice
Research in Coaching and Mentoring
Independent Study and Dissertation supervision
International Centre for Coaching and Mentoring Studies
In this chapter we outline an approach to developing practice in coaching and supervision aimed at achieving a practice that is congruent with the self of the practitioner. The PPP framework is inspired by an original idea of David Lane’s (Lane, 2006), but has been developed further to reflect our particular philosophy of professional development. In the introductory sections that follow, we outline what the PPP framework is, and describe the educational philosophy and logic that sits behind it. In the central section of the chapter, we expand on the three elements of the framework: philosophy, purpose and process. We reflect on the hurdles practitioners experience in developing their practice model using the framework and report first-hand experiences of those who have used it in our supervisor professional development programmes. Finally, recommendations are given for further reading and reflection.
This paper seeks to explore with the research community the experience of finding an appropriate research paradigm; in this case the most effective approach to investigate a complex practice situation such as coaching practice. The discussion is based around a metaphoric narrative of the researcher as allegorical traveller. This narrative was initially produced in an attempt to explain the author’s own epistemological stance, but has since been used with colleagues to explore possible research paradigms and to discuss how researchers come to develop their own stance. In the case in point, it facilitates thinking around multiparadigm enquiry (Lewis & Kelemen, 2002) and complex realist case-based approaches (Byrne, 2009; Harvey, 2009). The use of narrative itself is presented as evidence of researchers’ willingness to engage with epistemological stratification (Harvey, 2009; Lewis & Kelemen, 2002).