Year: 2014
Type: article
Abstract: Literacy coaching is complex and demanding. Charged with the responsibility of building teacher capacity, literacy coaches must not only have a sound understanding of the content of their coaching area, but must also work effectively within the domain of adult learning. Thus, for the novice literacy coach, the coaching role and context presents a range of challenges. Framed within attribution theory (Weiner, 1985, 1986), this paper draws upon an exploratory study exploring the challenges experienced by novice literacy coaches as they begin their coaching work. Through the administration of an online reflective questionnaire and online focus group \ninterview, a sample of novice literacy coaches working within independent schools across Queensland reported on the challenges they faced, their challenges and perceptions. This study found that while attribution theory proposes that particular attributions to problems \nfaced may negatively impact self-efficacy, motivation and perseverance, some participating coaches were still able to maintain their self-efficacy and motivation despite these negative attributions. It is proposed that growth \nmindset, proactive professional learning and high task value may act as moderating influences on the dysfunctional effects of negative attributions.
Authors: Ellen Larsen, Jeanne Allen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2673505278