國立虎尾科技大學 |

Co-Constructing Identity : = A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Co-Constructing Identity :/
其他題名:	A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations.
作者:	Bhathena, Catherine Dontie.
面頁冊數:	1 online resource (182 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380719896

Co-Constructing Identity : = A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations.
Bhathena, Catherine Dontie.

Co-Constructing Identity :A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations. - 1 online resource (182 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--Indiana University - Purdue University Indianapolis, 2023.

Includes bibliographical references

Research on coaching has been increasing over the last few decades, particularly for literacy and math. What is limited in coaching research is investigations of the process that leads to teacher and student impacts. Additionally, while some research has investigated what makes an effective coach, little has focused on the specific roles of discourse and identity in changing instructional practices. In this comparative case study, I will analyze the identity discourses of teachers and an instructional coach, myself, to investigate the interplay between coach and teacher identity and how identities and instructional practice are intertwined. The overarching research question guiding this study is How do the teachers and I, the coach, co-construct our identities in coaching conversations focused on changing instructional practices to benefit multicultural/multilingual learners? Findings in this study include that 1) teacher identity is inseparable from teacher learning, 2) coach identity is inseparable from coach learning, and 3) the interplay of coach and teacher identities impacts coaching conversations. My findings here support the need for more theorizing and research on the interplay of coach and teacher identities. My findings also indicate the need for intentional coach professional development focused on coach identity development and understanding of how teacher identity is intertwined with coach identity and the effectiveness of coaching as professional development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380719896Subjects--Topical Terms:

1151737
Science education.
Subjects--Index Terms:

EquityIndex Terms--Genre/Form:

554714
Electronic books.

Co-Constructing Identity : = A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations.
LDR:02981ntm a22004097 4500 001 1143875
005 20240517105016.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380719896
035 $a (MiAaPQ)AAI30689372
035 $a AAI30689372
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bhathena, Catherine Dontie. $3 1468684
245 1 0 $a Co-Constructing Identity : $b A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations.
264 0 $c 2023
300 $a 1 online resource (182 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Teemant, Annela.
502 $a Thesis (Ph.D.)--Indiana University - Purdue University Indianapolis, 2023.
504 $a Includes bibliographical references
520 $a Research on coaching has been increasing over the last few decades, particularly for literacy and math. What is limited in coaching research is investigations of the process that leads to teacher and student impacts. Additionally, while some research has investigated what makes an effective coach, little has focused on the specific roles of discourse and identity in changing instructional practices. In this comparative case study, I will analyze the identity discourses of teachers and an instructional coach, myself, to investigate the interplay between coach and teacher identity and how identities and instructional practice are intertwined. The overarching research question guiding this study is How do the teachers and I, the coach, co-construct our identities in coaching conversations focused on changing instructional practices to benefit multicultural/multilingual learners? Findings in this study include that 1) teacher identity is inseparable from teacher learning, 2) coach identity is inseparable from coach learning, and 3) the interplay of coach and teacher identities impacts coaching conversations. My findings here support the need for more theorizing and research on the interplay of coach and teacher identities. My findings also indicate the need for intentional coach professional development focused on coach identity development and understanding of how teacher identity is intertwined with coach identity and the effectiveness of coaching as professional development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a English as a second language. $3 1148422
650 4 $a Teacher education. $3 1148451
653 $a Equity
653 $a Instructional coach identity
653 $a Instructional coaching
653 $a Middle school science
653 $a Teacher identity
653 $a Access
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0441
690 $a 0714
710 2 $a Indiana University - Purdue University Indianapolis. $b Urban Education Studies. $3 1468685
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30689372 $z click for full text (PQDT)