Date of Award

2014

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Salinitri, Geri

Keywords

Education, Coaching, Instructional coaching, Interpretative phenomenological analysis, Professional development, Relationships, Strengths-based approach

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 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.

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