Partnering for Empowerment: Insights From a Two-Year Coaching Academy for School-Based Teacher Educators

• In Event: School-University Partnership Paper Session: Exploring the Possibilities of School-University Partnerships

Abstract

This qualitative study explores the perceptions of school-based teacher educators (SBTEs) participating in a two-year coaching academy and its influence on their roles as coaches. Applying a social constructionist approach, data from focus groups, interviews, and reflective conversations with 14 SBTEs revealed four key themes: the power of a coaching community, a shift in coaching stance, identity transformation and empowerment, and a sense of advocacy and urgency. The study underscores the critical role of coherent professional learning in developing SBTEs as both teacher educators and leaders. These insights highlight the potential of partnerships in professional learning to foster educator growth and advocacy, to ultimately enhance teaching, learning, and teacher education.

Authors

• Rachelle Curcio, University of North Florida

• Chris Burkett, University of South Carolina