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ERIC Number: EJ1414496
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-5146
EISSN: EISSN-1472-4421
An Exploratory Study of Early Childhood Coaches' Practices and Professional Learning Needs
Rachel E. Schachter; Holly Hatton-Bowers; Hayley Jackson; Lisa L. Knoche
Early Years: An International Journal of Research and Development, v44 n1 p173-188 2024
Coaching is increasingly being used as a mechanism to improve the quality of early childhood education. Yet, for coaching outside of researcher-controlled interventions, limited information details coaches' reports of their practices' professional learning needs. We addressed this gap via an exploratory study utilizing online questionnaires of 91 coaches working with educators in a Midwestern US state across 12 coaching initiatives. Most participants had less than 5 years of experience working as an early childhood coach. Almost a third coached for multiple initiatives. Coaching occurred via multiple formats and often addressed behavior management and social emotional development regardless of the coaching initiative. Coaches identified challenges regarding scheduling and working with difficult learners and reported that peer support and being coached themselves were the most beneficial learning experiences. Findings suggest that the perspective of the coach is important in informing training and professional learning for both coaches and educators.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A