Teachers' Perceptions of Instructional Coaches' Practices in Professional Learning Communities

Autor/inn/en	Elfarargy, Hamada; Irby, Beverly J.; Singer, Erin A.; Lara-Alecio, Rafael; Tong, Fuhui; Pugliese, Elisabeth
Titel	Teachers' Perceptions of Instructional Coaches' Practices in Professional Learning Communities
Quelle	In: SAGE Open, 12 (2022) 3, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elfarargy, Hamada) ORCID (Tong, Fuhui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221116103
Schlagwörter	Teacher Attitudes; Coaching (Performance); Faculty Development; Communities of Practice; Disadvantaged Schools; Instructional Improvement; Phenomenology; Safety; Teaching Skills; Texas + Suchen Sie Ihr Suchwort? Lehrerverhalten; Community; Unterrichtsqualität; Phenomenological psychology; Phänomenologie; Psychologie; Sicherheit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	In this study, we investigated Texas teachers' perceptions of instructional coaches' (ICs) practices that improve professional learning communities (PLCs) to enhance teachers' instructional capacities. The study's participants included 67 teachers from rural, urban, and suburban school districts across the state of Texas. They enrolled in a virtual professional development (VPD) module related to improving instruction in high needs schools. Data were collected from participants via an open-ended survey. To answer the study research question, we employed a qualitative phenomenological research approach. Findings indicated that teachers perceived ICs can perform two main types of practices that contribute to enhancing PLC meetings: (a) practices for creating a safe PLC learning environment and (b) practices in PLCs for enhancing teachers' instructional capacities. Our findings add to the literature providing the first empirical study in which researchers investigated teachers' perceptions about ICs' practices within PLCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01