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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Co-Constructing Identity :/
Reminder of title:	A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations.
Author:	Bhathena, Catherine Dontie.
Description:	1 online resource (182 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Teacher education. -
Online resource:	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:

1148451
Teacher 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.
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