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ERIC Number: ED555131
Record Type: Non-Journal
Publication Date: 2013
Pages: 328
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-2632-8
To Give and to Receive: Examining Feedback in Three Coaching Dyads from the Perspective of a University Coach and Teach for America Corps Members
Alicea, Monica M.
ProQuest LLC, Ph.D. Dissertation, Georgia State University
Learning to teach is a complex process, especially for beginning teachers who enter the profession with little coursework or classroom practice. Reflection, coaching, and feedback are supports which have been demonstrated to assist new teachers in developing expertise. However, research on the nature of feedback and enactment of that feedback is lacking, especially in regards to teachers who are alternatively certified. This qualitative multiple-case study examined three coaching dyads, the feedback given by a university coach and how it was received and used by three Teach For America corps members (CMs) within the context of their coaching courses. Research questions guiding this study were: (1) What is the purpose of feedback?; (2) What are the expectations of feedback?; (3) What is the nature of feedback?; and (4) What is the use and reaction to feedback? Data collected included: (a) semi-structured interviews of participants; (b) artifacts; (c) monthly coaching needs assessments; (d) University Coach evaluations completed by CMs; and (e) researcher memos. Data were analyzed using constant comparative methods enhanced by ATLAS.ti. Trustworthiness was established through the use of data triangulation, prolonged engagement, thick description of participants, researcher memos, peer debriefing, member checking and an audit trail. Feedback provided by the university coach in this study promoted: efficacy, professionalism, teacher learning, and the problemetizing of practice. CMs responded to feedback that was relevant to their individual needs and guided their understanding of teaching in urban schools. CMs revealed their challenges in learning to teach while simultaneously working towards certification, which were more difficult than expected. This study was unique in that it examined feedback of reflective as well as classroom practices over a full year. It is recommended that teacher educator programs provide: (1) systematic training for university supervisors and coaches, particularly in the practice of giving feedback, (2) more time for the field component of teacher development, and (3) adequate resources to optimize coaching practice and acknowledge the distinctive characteristics of alternatively certified teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A