Affiliation:
1. The University of Texas at Austin, Austin, TX
2. Louisiana State University, Baton Rouge, LA
Abstract
AbstractThe purpose of this study was to explore why and how a prototypically “effective” teacher professional development (PD) effort, reciprocal peer coaching (RPC), fell short. Despite RPC’s conformity with long-espoused best practices in PD—content-specificity, extended duration, collaboration, inquiry, and self-direction—only two in eight music teachers who began the 5-month coaching and observation trajectory completed it. We used instrumental case study analysis to understand teachers’ decisions to continue in or prematurely withdraw from RPC. Findings revealed motivational factors such as collaboration and affirmative support, growth-in-practice learning, and content relevance were, for the majority of participants, overcome by demotivational factors related to participants’ perceived lack of agency in shaping their work context and the incoherence and insufficiency of their policy environments. We advance implications for PD providers, researchers, and policymakers.
Publisher
University of Illinois Press
Reference61 articles.
1. Ackland, R. (1991). A review of the peer coaching literature. Journal of Staff Development, 12(1), 22-27.
2. Apple, M. W. 1986. Teachers and texts: A political economy of class and gender relations in education. Routledge.
3. Appova, A., & Arbaugh, F. (2018). Teachers’ motivation to learn: Implications for supporting professional growth. Professional Development in Education, 44(1), 5-21. https://doi.org/10.1080/19415257.2017.1280524
4. Ballet, K., & Kelchtermans, G. (2008). Workload and willingness to change: Disentangling the experience of intensification. Journal of Curriculum Studies, 40(1), 47-67. https://doi.org/10.1080/00220270701516463
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Cited by
7 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献