Exploring within Team Differences in Coaching Supports

Autor/in	Chung, Rosalie Hiuyan
Titel	Exploring within Team Differences in Coaching Supports
Quelle	In: Educational Process: International Journal, 12 (2023) 2, S.14-32 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chung, Rosalie Hiuyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0901
Schlagwörter	Group Dynamics; Coaching (Performance); Interaction; Interpersonal Relationship; Faculty Development; Teaching Methods; Program Length; Individualized Instruction; Teacher Attitudes; Teacher Characteristics; Institutional Characteristics; Elementary School Teachers + Suchen Sie Ihr Suchwort? Gruppendynamik; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Background/purpose: Coaching supports teachers to varying degrees, and the same coach may engage different teachers in distinct ways. This study explores this variation in coaches' interactions with different teachers over 2 years to identify supports for coaches to develop positive coaching dynamics with teachers. Materials/methods: The study presents a comparative case study of two coaches who each oversaw two different teachers. Drawing on interviews with teachers and coaches over 2 years and video-recorded observations of coaching sessions, coach-teacher interactions were examined as well as individual's perceptions to understand how and why coaches interact differentially with teachers. Results: While the coaches did not differentiate their coaching process for teachers, they met teachers at different frequencies. Rather than determining their coaching frequency on teachers' instructional skills, the coaches met more regularly with teachers who had stronger relationships with the coach. Conclusion: The study illustrates that coaches' dynamics with individual teachers vary, which can lead to some teachers being more receptive to the same coach than others. This study's results underscore the need to support coaches in learning how to systematically differentiate their coaching based on individual teacher's needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01