The appropriation of the coaching with CARE model with preservice teachers: The role of community
Abstract
This study is part of a longitudinal, multiphase study on development of literacy mentoring practices particularly with regard to the cooperating teacher. This paper reports on the findings from the first year of the study during which cooperating teachers (CT) participated in a master’s program focused on coaching and mentoring while mentoring preservice teachers completing their elementary education degree inside a literacy specialization cohort. Drawing on observational and interview data and employing an activity theory framework, we examine the ways the CTs’ involvement in a community of peers and faculty who met regularly in courses was instrumental their appropriation of a model of mentoring known as coaching with CARE. Analysis indicated that coursework, particularly two courses taken during the first year, offered multiple spaces that functioned as ways for participants to work through tensions that arose as the CTs moved across activity systems (from their coaching community at the university to their individual schools situated within area school districts). Specifically, these spaces afforded opportunities to work through understandings of the underlying theories and concepts related to reflective coaching, to share their experiences and beginning enactments of the coaching model, and to coach one another as they interacted around videotaped coaching conferences.
Reference
Maloch, B., Mosley Wetzel, M., Hoffman, J., Taylor, L., Pruitt, A., Khan Vlach, S., & Greeter, E. (2015). The appropriation of the coaching with CARE model with preservice teachers: The role of community. Literacy Research: Theory, Method, and Practice, 64(, 339-358.
Journal
Literacy Research: Theory, Method, and Practice
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
10
Duration of Data Collection
Data Sources
- Blog
- course materials
- fieldnotes
- Interviews
- videos of coaching cycles
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
What role did the MLPD community play in the appropria- tion of the CARE model?
Is this research question explicit from the manuscript? Yes