ABSTRACT
This chapter looks at realistic strategies to access the information that coaching educators require, as well as highlighting triggers that will prompt coaching educators to find evidence. Consider, for instance, the edited extract from an assignment on a course in learning and teaching. Coaching Educators could experiment with different ways of starting a lecture, and see what seems to work. Many teaching qualifications include a requirement for Coaching Educators to observe colleagues teach. As people develop systematic and reasoned understandings of why a teaching practice is effective we arrive at educational theory. An assignment on a programme in learning and teaching that requires Coaching Educators to justify Coaching Educator's practice would also provide a suitable opportunity to test the relevance of a specific theory. T. Hussey and P. Smith go on to argue that teaching requires a careful balance between a lecturer’s intentions for student learning and the contributions that students themselves make.
