‘I’m pretty sure we did every idea’: teachers’ experiences with external coaches and their relation to transformative learning

ABSTRACT

In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers’ expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers’ experiences with external coaches and identified relational and resource aspects of coaching that supported or hindered teachers’ growth. In addition, data analysis showed how collaborative coaching relationships were related to teachers’ movement through the phases of transformative learning. This study has implications for how external coaches work with teachers as part of professional learning and illustrates the importance of rooting the coach–teacher relationship in a shared understanding of teachers’ context and lived experiences.

KEYWORDS:

• Professional development
• equity
• culturally relevant teaching
• coaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was funded by the U. S. Department of Education, Office of English Language Acquisition [PR/AWARD NO. T365Z170121].

Notes on contributors

Susan Chambers Cantrell

Susan Chambers Cantrell, EdD, is a Professor of Literacy Education in the Department of Curriculum & Instruction at the University of Kentucky and is the Director of the University’s Office of Transdisciplinary Educational Approaches to Advance Kentucky. She leads professional development and conducts research with teachers around creating more equitable classroom contexts.

Kristen H. Perry

Kristen H. Perry, PhD, is the Chair of the Department of Curriculum and Instruction and a Professor of Literacy Education. She researches literacy as a social practice in family and community contexts, particularly with immigrant and refugee communities. She is the past recipient of the J. Michael Parker award for research in adult literacy, as well as the Early Career Research Award, both from the Literacy Research Association.

Brittany Manion

Brittany Manion, PhD, recently earned a doctorate in Curriculum and Instruction from the University of Kentucky. She brings a wealth of experience to her current role as a District-Based Instructional Coach for Fayette County Public Schools. With six years of teaching experience and an additional four years dedicated to research in education, she is committed to fostering innovative practices, contributing to professional development, and enhancing curriculum within her district.