The effects of the practice-based coaching model in emerging biliteracy instruction: A descriptive case study of early head start mentor coaches and caregivers
Cuevas Guerra, Julia G.
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This qualitative descriptive single case study explored the effects of implementing the Practice-Based Coaching model at an Early Head Start center in south Texas to provide professional development by three bilingual mentor coaches to three bilingual teachers of young children ages 2-3 about emergent biliteracy instruction. The teachers of this study are classified as caregivers because they are not certified by the state of Texas. Instead, they have a minimum of Child Development Associate credential or comparable credential and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development. Data was collected from mentor coaches and caregivers through reflexive journals, focus group interview “platicas”, pre and post observation checklists and surveys to get their perceptions and experiences with the model. The findings showed the Practice Based Coaching model created a ripple effect that generated a coach-teacher collaboration through social learning that expanded caregiver’s knowledge and skills of emergent biliteracy practices. This knowledge transformed caregivers’ practices and performance which then increased student engagement and led to biliteracy development and learning. The implications are for teacher educators interested in using the Practice Based Coaching model for professional development opportunities that support social learning and expands teacher’s knowledge and skills of emergent biliteracy practices.