Date of Award
2014
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Education, Coaching, Instructional coaching, Interpretative phenomenological analysis, Professional development, Relationships, Strengths-based approach
Supervisor
Salinitri, Geri
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
With the recent adoption of the literacy/instructional coaching model in many Ontario school boards, there is a need to further examine the coaching relationship between the coach and coachee and how it creates a space conducive for professional learning to occur. This study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) to examine the lived experience of instructional coaching and the instructional coaching relationship in the secondary school setting from a strengths-based perspective. Three instructional coaches and three corresponding coachees in a southwestern Ontario school board participated in semi-structured interviews. The notions of trust, growth, and power and resistance were the super-ordinate themes that emerged and were deeply embedded in the sociocultural context of the school. Instructional coaching holds great potential as a professional development model if the relational dynamics are thoroughly understood, acknowledged and addressed and the socio-cultural environment provides the space for professional learning to occur.
Recommended Citation
Fougere, Deanna Marie Elizabeth, "Instructional Coaching Relationships: An Interpretative Phenomenological Analysis" (2014). Electronic Theses and Dissertations. 5128.
https://scholar.uwindsor.ca/etd/5128