‘I’m pretty sure we did every idea’: teachers’ experiences with external coaches and their relation to transformative learning

Research output: Contribution to journalArticlepeer-review

Abstract

In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers’ expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers’ experiences with external coaches and identified relational and resource aspects of coaching that supported or hindered teachers’ growth. In addition, data analysis showed how collaborative coaching relationships were related to teachers’ movement through the phases of transformative learning. This study has implications for how external coaches work with teachers as part of professional learning and illustrates the importance of rooting the coach–teacher relationship in a shared understanding of teachers’ context and lived experiences.

Original languageEnglish
Pages (from-to)397-417
Number of pages21
JournalTeacher Development
Volume28
Issue number3
DOIs
StatePublished - 2024

Bibliographical note

Publisher Copyright:
© 2024 Teacher Development.

Funding

This study was funded by the U. S. Department of Education, Office of English Language Acquisition [PR/AWARD NO. T365Z170121].

FundersFunder number
U.S. Department of Education, OSERS
Office of English Language AcquisitionT365Z170121

    Keywords

    • Professional development
    • coaching
    • culturally relevant teaching
    • equity

    ASJC Scopus subject areas

    • Education

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