Are we on an equal footing? Accepting teachers as equal learning partners to effectively engage teachers in coaching

Abstract

ABSTRACT This exploratory case study employed deductive thematic analysis of coaching interactions of four coach-teacher dyads in primary school settings to explore the instructional coaches’ use of the Partnership Learning principle of equality. Evidence of coaches’ procedural knowledge (i.e. what coaches say and do) in relation to the principle of equality were collected through observations of the coach-teacher face-to-face coaching conferences and semi-structured interviews conducted with coaches and teachers, respectively. Findings revealed that the partnership learning principle of equality was practiced as rooted in the coaches’ practices through: (a) desire to establish rapport; and (b) coaching without hierarchy. Conversely, exceptions in the practice of the equality principle were found to be manifested in the coaching interactions. This paper holds several implications that encourages coaching practitioners to reflect on their partnership with teachers and to embrace in procedural knowledge that nurtures equal and healthy coach–teacher partnership to allow teacher professional development to transpire.