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Learning to Expand Our Communities to Support Coaching for Equity: A Collaboration of Seven University-Based Teacher Preparation Programs

التفاصيل البيبلوغرافية
العنوان: Learning to Expand Our Communities to Support Coaching for Equity: A Collaboration of Seven University-Based Teacher Preparation Programs
اللغة: English
المؤلفون: Elizabeth Ries (ORCID 0000-0003-2609-3922), Erica Steinitz Holyoke (ORCID 0000-0002-7974-4939), Heather Dunham, Murphy K. Young, Melissa Mosley Wetzel (ORCID 0000-0002-9472-5357), Criselda Garcia (ORCID 0000-0002-5376-7083), Katherina Payne (ORCID 0000-0002-0167-6083), Annie Garrison Wilhelm, Veronica L. Estrada (ORCID 0000-0002-3005-3416), Alycia Maurer, Katie Trautman
المصدر: International Journal of Mentoring and Coaching in Education. 2024 13(2):178-194.
الإتاحة: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
تاريخ النشر: 2024
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, Preservice Teacher Education, Preservice Teachers, Coaching (Performance), Equal Education, Educational Improvement, Networks, Teacher Effectiveness, Institutional Cooperation, Field Instruction, Educational Innovation
DOI: 10.1108/IJMCE-10-2022-0087
تدمد: 2046-6854
2046-6862
مستخلص: Purpose: There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines. Design/methodology/approach: This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community's (NIC's) examination of problems of practice through plan-do-study-act cycles in three coaching contexts within and across seven institutions. Findings: Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment. Practical implications: This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations. Originality/value: The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.
Abstractor: As Provided
Entry Date: 2024
رقم الأكسشن: EJ1424152
قاعدة البيانات: ERIC
الوصف
تدمد:2046-6854
2046-6862
DOI:10.1108/IJMCE-10-2022-0087