Coaching in Teacher Residency Programs: A Strategy For Professional Learning and Development for In-Service Teachers

Autor/inn/en	Hope, Samantha T.; Abrams, Lisa M.; Marshall, David T.
Titel	Coaching in Teacher Residency Programs: A Strategy For Professional Learning and Development for In-Service Teachers
Quelle	In: International Journal of Mentoring and Coaching in Education, 11 (2022) 4, S.434-451 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hope, Samantha T.) ORCID (Abrams, Lisa M.) ORCID (Marshall, David T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-11-2021-0102
Schlagwörter	Teacher Interns; Cooperating Teachers; Inservice Teacher Education; Faculty Development; Coaching (Performance); Mentors; Teacher Attitudes; Beliefs + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Lehrerverhalten; Belief; Glaube
Abstract	Purpose: Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches. Design/methodology/approach: This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants' experiences and the influence of program participation were explored. Findings: Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice. Practical implications: In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs. Originality/value: Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01