ERIC Number: EJ1188027
Record Type: Journal
Publication Date: 2018-Jul
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-5373
EISSN: N/A
Teachers Taking Up Explicit Instruction: The Impact of a Professional Development and Directive Instructional Coaching Model
Hammond, Lorraine; Moore, Wendy M.
Australian Journal of Teacher Education, v43 n7 Article 7 p110-133 Jul 2018
In this study we measured the impact of a professional development model that included directive coaching on the instructional practices of Western Australian primary school teachers taking up explicit instruction. We developed and validated protocols that enabled us to measure teachers' fidelity to the salient elements of explicit instruction and interviewed participants about the impact of the coaching program on student learning, their feelings of self-efficacy and attitudes to being coached. Numerical scores to indicate teachers' demonstration of explicit instruction lesson design and delivery components changed positively over the five observed lessons and directive coaching had a positive impact on teachers' competence and confidence. The elements of the coaching process that the teachers found valuable were the coach's positive tone, the detailed written feedback, and the specificity, directness and limited number of the suggestions. Implications for schools with reform-based agendas wanting to change teachers' instructional practices through instructional coaching are discussed.
Descriptors: Teaching Methods, Faculty Development, Coaching (Performance), Elementary School Teachers, Self Efficacy, Teacher Attitudes, Self Esteem, Educational Change, Foreign Countries
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A