[초등영어교사 전문성] Tracing Instructional Coaching Cases for Elementary English Teachers

This qualitative multiple case study observed the instructional coaching process and traced the changes in four elementary school English teachers as they participated in instructional coaching. The purpose of this study is to investigate the patterns and processes involved in instructional coaching interactions, as well as the changes in teachers’ identities and pedagogical approaches. Four participants were divided into teams of two teachers who participated in instructional coaching for a period of eight months. The instructional coaching took place in a five-stage cycle involving pre-instruction coaching, class observation, post-instruction coaching, planning of action, and action. Data were collected from multiple sources including interviews, lesson plans, classroom observations, instructional coaching observations, teachers’ self-reflective essays and field notes. Data were analyzed using constant comparative methods as well as narrative inquiry methods. The key findings of the instructional coaching were as follows: First, participants opened themselves up to vulnerability based on confidentiality and were aware of the disjuncture between their beliefs and their lessons, which led them to undergo self-transformation. Second, the construction of teachers’ identities was affected by communication with peers and dependent upon the sociocultural context. Third, participants experienced gradual changes in their pedagogy throughout the process of instructional coaching. The findings of the study suggest instructional coaching as a catalyst to empower teachers to reflect on their classroom practice. The findings also indicate that teacher identity and emotions need to be considered in teacher education. This study is expected to contribute to the field of L2 teacher education research and promote collaborative and collegial learning environments in school.