Journal article
Coaching practices: Building teacher capability to enhance continuity in the early years
Teaching and Teacher Education, Vol.108, pp.1-9
12/2021
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Source: InCites
Abstract
Continuity of learning and development for children transitioning from pre-compulsory to compulsory education remains challenging in many educational contexts. There is little evidence about the potential of coaching to build teacher capability as a strategy to enhance continuity for children. This article reports details of how a collective case study and the theory of practice architectures framed an investigation of coaching practices aimed at building teacher capability to address student continuity issues. The research endorses a situated (site ontological) approach to building teacher capability to enhance continuity in the early years. Findings identify how site-based conditions influenced (enabled and constrained) coaching practices and transitional continuity.
Details
- Title
- Coaching practices: Building teacher capability to enhance continuity in the early years
- Creators
- Tess Boyle - Southern Cross UniversityAnne Petriwskyj - Queensland University of TechnologySusan Grieshaber - La Trobe UniversityLesley Jones - Affinity Education Group 14/100 Creek St, Brisbane, 4001, Queensland, Australia
- Publication Details
- Teaching and Teacher Education, Vol.108, pp.1-9
- Publisher
- Elsevier Ltd
- Identifiers
- 991012968481502368
- Copyright
- © 2021 Elsevier Ltd. All rights reserved.
- Academic Unit
- Faculty of Business, Law and Arts; School of Education; Centre for Children and Young People
- Language
- English
- Resource Type
- Journal article