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ERIC Number: ED555442
Record Type: Non-Journal
Publication Date: 2013
Pages: 376
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-3624-6
ISSN: N/A
Transformational Learning Experiences of Novice Teachers and Their Coaches
Lefevre Guy, Kara Ann
ProQuest LLC, Ph.D. Dissertation, Mercer University
The purpose of this research was to gain insight into transformational learning experiences of novice teachers and their coaches. Novice teachers are held to the same standards as their more experienced peers, but they lack experience to help them overcome challenges. Coaches are becoming more common in schools today. Their purpose is to support teachers in improving instruction and increasing student achievement. I sought to understand the relationship between novice teachers and their coaches. I set out to understand the nature of their transformational learning experiences including the disorienting dilemmas each faced, the nature of their critical reflection and reflective discourse, and the actions taken upon this reflection. I also sought to understand possible relationships between transformational learning experiences and self-efficacy. Case study design was used to address the research questions. Four novice teacher/coach pairs from an urban school district in the southeastern United States participated in the study. Questionnaires, critical incidents questionnaires, focused interviews, and sense of efficacy scales were used for data collection. Data analysis indicated five transformational learning themes for coaches. Themes included challenges with teachers, support from administrators and fellow coaches, a change in vantage point, an understanding that teachers are unique individuals, and a new understanding behind the meaning of coaching. Four transformational learning themes for novice teachers were identified. Themes included uncertainty, support from coaches and grade level colleagues, the notion that parents are educational partners, and a newfound focus on students and students' needs. Findings suggested that coaches' transformational learning centered on a change in beliefs about coaching and teaching. Coaches turned to administrators and fellow coaches for support. Novice teachers' transformational learning was focused on a change in their beliefs about teaching and about parents. It seems that coaches support teachers in more than instruction and increasing student achievement; they played a pivotal role in supporting the transformational learning of the novice teachers. Future research investigating transformational learning experiences of novice teachers and coaches is warranted. Studies should focus on the transformational learning of new coaches and individuals at the middle and high school. Longitudinal studies are recommended. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A