ERIC Number: EJ1392094
Record Type: Journal
Publication Date: 2023
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: EISSN-1941-5265
Tears from Stone: Relational Being and Doing in Instructional Coaching Work
Rice, Mary F.; CastaƱon, Mariana; Fiedler, Annette
Professional Development in Education, v49 n4 p586-599 2023
Instructional coaching in schools has historically operated as both a professional role and as a strategy used to support teachers. While the work of instructional coaching was already shifting in response to educational trends and political pressures, the conditions of the COVID-19 pandemic brought additional challenges and opportunities. The purpose of this self-study of teacher education practice (S-STEP) was to learn about the relational work of two instructional coaches and a university supervisor of those coaches' graduate work. The findings of this study emerged from our collaborative learning where we used the Greek myth of Niobe to think about the relational work of serving individual teachers during the COVID-19 pandemic. We end this paper with implications for preparing instructional coaches to support teachers and suggestions for future research.
Descriptors: Coaching (Performance), Teacher Education, Graduate Students, Supervisors, Supervision, COVID-19, Pandemics, Professional Identity, Autobiographies, Interaction, Friendship, Role, Transformative Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A