Instructional coaches show promising impacts on teachers’ instructional practices through the supports that they offer teachers through collaboration to promote reflective practice. This qualitative phenomenological study used semistructured interviews with instructional coaches and teachers to describe their lived experiences of collaborating to promote professional reflection. The study provided a descriptive analysis of how instructional coaches collaborate with teachers through the implementation of coaching cycles, one-to-one coaching, and coaching conversations that promote teacher reflection. Further, the study described how instructional coaches continuously seek to improve their craft through the use of professional reflection with colleagues and their own ability to reflect on their actions and collaborative efforts with teachers. The findings indicated that instructional coaches are a vessel to facilitate coaching conversations that promote reflective practice. Teachers described how collaborating with elementary instructional coaches supported and increased their instructional learning and reflective process.
|Commitee:||Watwood, Rosie, Einfalt, Lori|
|School:||Concordia University Texas|
|Department:||College of Education|
|School Location:||United States -- Texas, US|
|Source:||DAI-A 81/9(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Adult education, Teacher education, Elementary education|
|Keywords:||Elementary, Instructional coaching, Reflection, Reflective coaching, Reflective practice, Teachers|
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