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  • The novice literacy coach: Exploring motivation and persistence in the face of challenge

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    LarsenPUB1652.pdf (341.3Kb)
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    Author(s)
    Larsen, Ellen
    Allen, Jeanne
    Griffith University Author(s)
    Allen, Jeanne M.
    Year published
    2014
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    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 ...
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    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 interview, a sample of novice literacy coaches working within independent schools across Queensland reported on the challenges they faced, their perceptions of attributed cause for these challenges, and the ways in which they were impacted by these challenges and perceptions. This study found that while attribution theory proposes that particular attributions to problems faced 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 mindset, proactive professional learning and high task value may act as moderating influences on the dysfunctional effects of negative attributions.
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    Conference Title
    AARE Conference Papers 2014: Speaking Back Through Research
    Publisher URI
    https://www.aare.edu.au/
    Copyright Statement
    © The Author(s) 2014. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).
    Subject
    Specialist Studies in Education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/172544
    Collection
    • Conference outputs

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