**3.1 Impact of reflective coaching framework for the coaching conversations in the model**

Teacher trainers should prepare their program through a three-stage cycle of a (a) pre-conference as planning conversation, (b) observation, and (c) post-conference as reflecting conversation to guide the teachers. The teacher trainers should plan some beneficial questions to help and ease the way of reflective thinking and they aim to foster reflective growth with the answers of the teachers at the end. For this reason, during the reflective conversations, if the teachers have an opportunity to express themselves by self-monitoring, self-directing, and self-modifying their abilities, the possibility of any growth or improvement on the part of their implementation will be more.

*Perspective Chapter: Reflective Coaching Framework – A Lead for Teacher Trainers in TEFL... DOI: http://dx.doi.org/10.5772/intechopen.111753*

#### *3.1.1 Pre-conference as planning conversation*

This cycle happens before a targeted lesson. During this stage, the teacher trainer should first help the teacher(s) clarify aims by identifying the expected outcome of the task or lesson targeted. Secondly, intending to reach the desired outcome, the teacher trainer should present some questions to specify the strategies to be followed. Thirdly, the teacher trainer plans new questions to present the evidence of the result of the lesson during the observation to find observable behaviors. The focus of the fourth part of the conversation is on the self-directed learning of the teachers. Lastly, the teacher trainer should demand the teachers' reflection on the coaching process by specifying the effect of the quality of the conversation in the sense of their thinking and decision-making. On the whole, encouraging the improvement of self-coaching skills and growing the instructional thought of the teachers is regarded to be the essential aim in the process of planning conversation. The teachers start to internalize the thinking process they experience during the process of planning conversation and start to think of each aimed lesson, activity, or task automatically., after the reflective conversations.

#### *3.1.2 Observation*

During this cycle, the teacher trainer should collect data about how effective the targeted task, lesson, or activity outlined by the teacher(s) is. In principle, the teacher(s) is expected to identify the data collection process qualities. Doing so, this process would assist them in gaining an awareness of their own actions or inactions. The content and processes will be discussed throughout the following part explaining the reflecting conversation.

#### *3.1.3 Post-conference as reflecting conversation*

This cycle comes out after the observed lesson or activity. Firstly, the teacher trainer should draft questions to help the teacher(s) to understand the things happening in the targeted class by reevaluating their implementation. Secondly, the questions presented by the teacher trainer are anticipated to help them to compare and contrast the planned lesson or activity with the things happening in their class. Thirdly, any possible personal acquaintance with the task or lesson targeted is analyzed by the teacher(s). Fourthly, they implement any new principles for the lesson or activity to be targeted. Lastly, the questions of the teacher trainer are expected to assist the teachers aware of the effect of reflecting conversation on decision-making and thinking processes. It is a necessity for the teacher trainers to show and share the data collected with the teachers to make them have some conclusions about the lesson during the reflecting conversation.

## **4. Conclusion and recommendations**

The evaluation and assessment of any programs and models for in-service teachers still look to be problematic. Hence studies similar to this one that focuses on a specific framework or model of coaching are needed in order to help teacher trainers to develop a better comprehension of what other types of coaching framework could be

more influential in terms of meeting different needs and goals of coaching in various educational contexts.

All the things summarized in the paper are based on personal studies with the preservice and in-service teachers from different contexts during the years except for the research on literature review. And the framework was created according to observation and studies with the pre-service and in-service teachers during the years.

From this point of view, this paper aimed to show how RC can be conducted and implemented with the in-service teachers in the TEFL context and how it improves the weak parts of teachers in their teaching careers. Since it emphasizes the importance of reflection and reflective teaching, it also aimed to provide useful information to pre-service teachers in this sense. It is also expected to provide EFL instructors, mentors, and curriculum designers with recommendations and new insights on coaching implementations.
