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Professional Development in Education Volume 44, 2018 - Issue 5
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Original Articles

Understanding teacher resistance to instructional coaching

Jennifer JacobsInstitute of Cognitive Science, University of Colorado, Boulder, CO, USACorrespondence[email protected]
,
Alison BoardmanSchool of Education, University of Colorado, Boulder, CO, USA
,
Ashley PotvinSchool of Education, University of Colorado, Boulder, CO, USA
&
Chao WangSchool of Education, University of Colorado, Boulder, CO, USA
Pages 690-703 | Received 31 May 2017, Accepted 12 Sep 2017, Published online: 19 Oct 2017

Citations (15)

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Read on this site (3)

Carole Bignell & Christopher Holligan. (2023) It’s good to talk: professional development through dialogic co-coaching in the primary school classroom in England. Education 3-13 0:0, pages 1-15.
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Soon C. Lee, Ashlie R. Jack & Greg Novacek. (2022) PD with Distance-Based Instructional Coaching to Improve Elementary Teacher’ Self-Efficacy in Teaching Science. Journal of Science Teacher Education 33:5, pages 509-530.
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S. H. Kho & S. A. M. M. Ismail. (2021) Are we on an equal footing? Accepting teachers as equal learning partners to effectively engage teachers in coaching. Educational Studies 0:0, pages 1-20.
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Articles from other publishers (12)

Seyina Boer. (2023) A Review of Instructional Coaching Model. Journal of Education and Educational Research 5:3, pages 231-235.
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Camilla Gudmundsdatter Magnusson, Jennifer Maria Luoto & Marte Blikstad-Balas. (2023) Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention. Teaching and Teacher Education 133, pages 104274.
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Theodore Ifeanyi Iwuagwu, Kathleen G. Dell'Arena Schnorr, Irene C. Arteaga-Marquez, Shavon D. Paul & Christina R. Buck-Zermane. 2023. Closing the Educational Achievement Gap for Students With Learning Disabilities. Closing the Educational Achievement Gap for Students With Learning Disabilities 76 96 .
Marta De Angelis & Sergio Miranda. (2023) A personalized feedback system to support teacher training. Research on Education and Media 15:1, pages 30-39.
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Tiffany L. Gallagher, Arlene Grierson & Catherine A. Susin. (2023) Facilitating professional learning for technology coaches through cross-district collaboration. International Journal of Mentoring and Coaching in Education 12:2, pages 216-230.
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Elizabeth A. Cutrer-Parraga & Erica Ellsworth Miller. (2022) The role of reflection in supporting initially resistant teachers’ implementation of targeted reading instruction. Frontiers in Education 7.
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Melina Furman, Mariana Luzuriaga, Inés Taylor & María Eugenia Podestá. (2021) How does coaching influence teacher implementation of a science programme? Evidence from an experimental study. International Journal of Mentoring and Coaching in Education 10:4, pages 449-465.
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Justin McFadden & Gillian Roehrig. (2020) Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom. Disciplinary and Interdisciplinary Science Education Research 2:1.
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Phillipa Schulleri & Bahaa Khairy. (2020) Definitions of Mentee Resistance to Mentoring: Experiences of International Teacher Mentors in Kazakhstan’s Nazarbayev Intellectual Schools. European Journal of Educational Research 9:3, pages 1297-1307.
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Dorit Maor, Katherine Mitchem & Rachel Drewry. (2020) The Art of Coaching: Addressing Mobile Technology Integration in a Complex Hospital School Environment. Continuity in Education 1:1, pages 83-97.
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Barbara Harold. 2020. Professionalizing Your English Language Teaching. Professionalizing Your English Language Teaching 221 231 .
Graham Passmore, Amanda Turner & Julie PrescottGraham Passmore, Amanda Turner & Julie Prescott. 2019. Identity Structure Analysis and Teacher Mentorship. Identity Structure Analysis and Teacher Mentorship 35 64 .

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