Navigating Early Childhood Teachers Initial Resistance to Literacy Coaching in Diverse Rural Schools

Autor/inn/en	Cutrer-Párraga, Elizabeth A.; Heath, Melissa A.; Caldarella, Paul
Titel	Navigating Early Childhood Teachers Initial Resistance to Literacy Coaching in Diverse Rural Schools
Quelle	In: Early Childhood Education Journal, 49 (2021) 1, S.37-47 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutrer-Párraga, Elizabeth A.) ORCID (Heath, Melissa A.) ORCID (Caldarella, Paul) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01037-5
Schlagwörter	Preschool Teachers; Teacher Attitudes; Resistance (Psychology); Emergent Literacy; Coaching (Performance); Professional Development; Diversity; Diversity (Institutional); Rural Schools; Disadvantaged Schools; Poverty; Interprofessional Relationship + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Resistenz; Frühleseunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut
Abstract	Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches (n = 5) and Kindergarten teachers (n = 6). This study focused on how established kindergarten teachers in four diverse, rural impoverished schools in the southeastern United States exhibited initial resistance to literacy coaching. The data suggested that although relationship-focused strategies were important for all teachers, these strategies were essential for low-implementing, initially resistant teachers. Additionally, teachers who were low-implementing, initially resistant required intensive strategies to address cross-cultural challenges and to leverage principal's support in positive ways. Although building relationships required trust, improving teaching skills required navigating resistance and bridging differences between the coach and teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01