Literacy Instructional Coaching for Inservice Teachers through a Community-Engaged Partnership

Autor/in	Karkar Esperat, Tala Michelle
Titel	Literacy Instructional Coaching for Inservice Teachers through a Community-Engaged Partnership
Quelle	In: International Journal of Mentoring and Coaching in Education, 11 (2022) 1, S.14-34 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karkar Esperat, Tala Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-10-2020-0062
Schlagwörter	Coaching (Performance); Communities of Practice; Teaching Methods; Principals; Models; Literacy; Inservice Teacher Education; Professional Development; Educational Cooperation; College Faculty; Middle School Teachers; Universities; Middle Schools; Nonprofit Organizations; Administration + Suchen Sie Ihr Suchwort? Community; Teaching method; Lehrmethode; Unterrichtsmethode; Principal; Schulleiter; Analogiemodell; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerfortbildung; Education; cooperation; Kooperation; Fakultät; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; University; Universität; Nonprofit-Organisation; Verwaltung
Abstract	Purpose: The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools. Design/methodology/approach: An exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings. Findings: The study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships. Research limitations/implications: This study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs. Originality/value: This study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01