Research Trends and Future Perspectives on Teacher-Coaches in Japan and Abroad:
Bibliographic record
Abstract
This narrative review provides a detailed overview of "teacher-coaches", who serve dual roles as teachers and sports coaches, focusing specifically on 3 key aspects: (1) the definition and characteristics of a teacher-coaches, (2) the benefits and dilemmas associated with their dual role, and (3) the processes related to professional development.The review provides a synthesis of international research from the United States, Canada, Australia and Japan.First, teacher-coaches can be defined as educators who concurrently assume responsibility for both classroom teaching and extracurricular sports coaching.Their roles vary across educational systems, with differing expectations for coaching expertise and institutional support.Second, teacher-coaches benefit from the development of strong relationships with students, fostering trust, and positively influencing the students' personal and social growth.However, they also face significant challenges such as time constraints, role conflict and interpersonal tensions within the school environment.Finally, in terms of professional development, the research suggests that teacher-coach expertise is largely cultivated through experiential learning, reflective practice, and interactions with colleagues, rather than through formal education alone.In Japan, where teachercoaches are particularly prevalent due to systemic expectations regarding extracurricular sports activities, workplace learning and individual agency play critical roles in fostering professional growth.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".