Instructional Coaching: Building Theory about the Role and Organizational Support for Professional Learning

Autor/inn/en	Gallucci, Chrysan; Van Lare, Michelle DeVoogt; Yoon, Irene H.; Boatright, Beth
Titel	Instructional Coaching: Building Theory about the Role and Organizational Support for Professional Learning
Quelle	In: American Educational Research Journal, 47 (2010) 4, S.919-963 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210371497
Schlagwörter	Learning Theories; Educational Change; Professional Development; Coaching (Performance); Qualitative Research; Change Strategies; Educational Research; Social Theories; Case Studies; Secondary Schools; Concept Formation; Student Needs; Secondary School Teachers; Teacher Improvement; Teacher Effectiveness; School Districts; California; Washington + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Bildungsreform; Qualitative Forschung; Lösungsstrategie; Bildungsforschung; Pädagogische Forschung; Gesellschaftstheorie; Case study; Fallstudie; Case Study; Sekundarschule; Concept learning; Begriffsbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Kalifornien
Abstract	Instructional coach initiatives aimed at teachers' professional development are expanding in reforming school districts across the United States. This study addresses the lack of research regarding the professional development of instructional coaches. Drawing on sociocultural learning theory, specifically a model called the Vygotsky Space, the authors use a case approach to examine the learning experiences of a single secondary literacy coach. Hypotheses suggest that (a) coaches are not unproblematic conduits of reform ideas but are also learners of new content and pedagogy; (b) as coaches' conceptual development about instruction grows, their ability to coach also matures; and (c) professional development that supports coaches is best aligned around a workplace pedagogy that addresses the learning needs of multiple system actors. (Contains 1 table, 3 figures, and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10