What lies beneath the coaching process

Abstract

This dissertation is a narrative inquiry that explores the lived phenomenon of early childhood educators who experienced on-site educational coaching. Ten early childhood educators working in a variety of early education and care programs throughout Massachusetts participated in the study. Framed by sociocultural learning theory, the study explored the life history of the participants, details of their coaching experience, and the meaning the participants attributed to their coaching experience. Data collection for this study was based on Seidman's (2006) structure of in-depth interviewing. Two semi-structured, face-to-face interviews were conducted with each participant. The data collected was analyzed using Moustakas' (1994) modification of the van Kaam method. Five conclusions emerged from this study. First, coaching is more meaningful to participants if the coach considers input from the educators on their needs for improving their practice. Second, educators' observations of coaches' modeling support changes in practice. Third, concrete feedback based on videotaped observations of educators was meaningful to educators' understanding of their practice. Fourth, coaches guide educators through meaningful questions to self-reflect on practice during feedback sessions. Finally, the coaching experience can support sustainable changes in educator practice. Implications for practice were recognized which included such considerations as identifying the prerequisite skills individuals should possess before taking on the role of coach as well as determining the focus of professional development for coaches. Implications for theory and future research were also discussed, as well as a summary of the research and reflections on the research process.