Exploring Coach-Teacher Interactions within a Practice-Based Coaching Partnership

Autor/inn/en	Shannon, Darbianne K.; Snyder, Patricia A.; Hemmeter, Mary Louise; McLean, Mary
Titel	Exploring Coach-Teacher Interactions within a Practice-Based Coaching Partnership
Quelle	In: Topics in Early Childhood Special Education, 40 (2021) 4, S.229-240 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420910799
Schlagwörter	Coaching (Performance); Professional Development; Preschool Teachers; Preschool Children; Disabilities; Evidence Based Practice; Verbal Communication; Time Management; Feedback (Response); Goal Orientation; Questioning Techniques; Positive Reinforcement; Observation; Program Effectiveness; Partnerships in Education; Problem Solving + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Handicap; Behinderung; Zeitmanagement; Zielorientierung; Zielvorstellung; Befragungstechnik; Fragetechnik; Beobachtung; Hochschulpartnerschaft; Problemlösen
Abstract	Professional development (PD), which includes coaching, has demonstrated the capacity to affect preschool teachers' use of evidence-based practices. The present study explored how coaches facilitated conversations within practice-based coaching (PBC) partnerships. A direct behavioral observation coding system was developed to investigate (a) the proportion of time spent in different conversational foci, including who initiated the conversation; (b) coach verbal behaviors; and (c) whether the conversation foci, initiations, and coach verbal behavior changed across three occasions for seven coach-teacher dyads. Results from the present study indicate coaches spent the largest proportion of time engaging in conversations with teachers focused on reflection and feedback, followed by goal setting and action planning. The coaches used verbal behaviors (supportive and constructive feedback, clarifying questions) as required by the coaching protocol across all sampled occasions. Variation in conversation foci, initiations, and coach verbal behavior across three sampled occasions was evident. [For the corresponding grantee submission, see ED607824.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01