Navigating Early Childhood Teachers Initial Resistance to Literacy Coaching in Diverse Rural Schools

Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches ( n  = 5) and Kindergarten teachers ( n  = 6)....

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Bibliographic Details
Published in:Early childhood education journal 2021, Vol.49 (1), p.37-47
Main Authors: Cutrer-Párraga, Elizabeth A., Heath, Melissa A., Caldarella, Paul
Format: Article
Language:English
Subjects:
Coaching
Coaching (Performance)
Disadvantaged Schools
Diversity
Diversity (Institutional)
Education
Emergent Literacy
Interprofessional Relationship
Kindergarten teachers
Learning and Instruction
Literacy
Poverty
Preschool Teachers
Professional Development
Resistance (Psychology)
Rural Schools
Sociology
Sociology of Education
Teacher Attitudes
Teacher education
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Summary:Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches ( n  = 5) and Kindergarten teachers ( n  = 6). This study focused on how established kindergarten teachers in four, diverse, rural impoverished schools in the southeastern United States exhibited initial resistance to literacy coaching. The data suggested that although relationship-focused strategies were important for all teachers, these strategies were essential for low-implementing, initially resistant teachers. Additionally, teachers who were low-implementing, initially resistant required intensive strategies to address cross-cultural challenges and to leverage principal’s support in positive ways. Although building relationships required trust, improving teaching skills required navigating resistance and bridging differences between the coach and teacher.
ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-020-01037-5